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Stories, a key part of children's world,

Beatriz Pena Lima

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Leonor Corradi

promoting language development. Storyline,

a unique six-level series, will lead children
into learning through memorable stories
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Teacher's Companion

• Pupil's Book
MP3 Songs fi les
Encuentros Escuela + Hogar

LEONOR CORRADI & BEATRIZ PENA LIMA

• Teacher's Companion
NAPs (Normativa Curricular)
NEW
• Online teacher support • Flashcards
www.pearsonELT.com.ar/storyline
• CLIL pages
- Teacher Training Video
• Posters • Further
- MP3 Audio files Practice
- Editable Assessment pages
- New Resources
- Encuentros Escuela + Hogar para padres

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 www.pearsonELT.com.ar/storyline

Track Unit Page (PB) Exercise Track Unit Page (PB) Exercise
1 Introduction 54 5 Emma's a good teacher 58 Story
2 Hello! 6 1 55 6 Let's play! 62 1
3 Hello! 6 2 56 6 63 2a
Datos de catalogación bibliográfica
4 Hello! 8 3a 57 6 63 3
5 Hello! 8 4 58 6 64 4
Corradi, Leonor
María Leonor 6 Hello! 9 5 59 6 65 5
Storyline Teacher’s Companion 1 / Leonor Corradi
María Leonor y Beatriz
Corradi; PenaPena
Beatriz Lima.Lima. 7 Hello! 9 6 60 6 65 6a
2ª
3ª ed. - Ciudad Autónoma de Buenos Aires: Pearson Education, 2015.
2019.
8 1 A new friend 10 1 61 6 66 8a
112 p.:
p. ;il.29x23
; 30x23
cm.cm.
9 1 12 4 62 6 Toys for Plucky! 68 Story
ISBN 978-987-615-397-3
978-987-615-513-7 10 1 12 5a 63 6 70 1a
11 1 12 5b 64 7 It's picnic time! 72 1
1. Enseñanza de Lenguas Extranjeras. 2. Inglés.
I. Pena I. Pena
Lima, Lima,
Beatriz II. Beatriz
Título II. Título
CDD 420.7
371.1 12 1 13 8 65 7 73 2
13 1 15 12 66 7 73 3a
14 1 15 13a 67 7 74 4a
15 1 15 13b 68 7 75 6a
Pearson Education S.A. The Publisher and the authors would like to give special thanks to Mercedes
16 1 Ready for school? 16 Story 69 7 76 8
Av. Belgrano
Humboldt 615
1509 piso
Piso 6º11° Pérez Berbain and Lina Casuscelli for contributing to the soul of Storyline with
(C1092AAG) CiudadAutónoma
C1414CTM Ciudad Autónomade
deBuenos
BuenosAires,
Aires,Argentina.
Argentina. the writing of Encuentros Escuela + Hogar. 17 1 18 1 70 7 76 9
18 2 A family of plesiosaurs 20 1 71 7 77 10a
www.pearsonelt.com.ar 19 2 21 2a 72 7 Let's go home! 78 Story
20 2 22 5a 73 7 80 1a
© Pearson Education S.A., 2009
2ª edición © Pearson Education S.A., 2015
21 2 22 5b 74 8 Come and see my house 82 1
3ª edición © Pearson Education S.A., 2019 22 2 22 6a 75 8 83 2
All rights reserved. No part of this book may be reproduced, stored in a retrieval 23 2 23 7 76 8 83 3a
system, or transmitted in any form or by any means, electronic, mechanical, 24 2 24 9a 77 8 84 4a
photocopying, recording or otherwise, without the prior written permission of the
25 2 24 10 78 8 84 5a
Publishers.
26 2 25 11a 79 8 85 6
Queda hecho el depósito que dispone la ley 11.723 27 2 25 12a 80 8 Bye-bye school! 88 Story
Printed in Argentina by 28 2 And your green pencil? 26 Story 81 8 90 1
29 3 Plucky's playing football 30 1 Tongue
82 Storyline Mag 92
ISBN: 978-987-615-397-3
978-987-615-513-7 Teacher’s Companion 1 Second Edition Twisters
30 3 31 2
83 The End
31 3 31 3
This edition published by
Education S.A.,
Pearson Education, 20152019 32 3 32 4a
33 3 33 6b Track Unit Song Page (PB)
Editorial Director Adriana Gómez-Arnau Díaz-Cañabate 34 3 34 8 1 Title and credits
Senior Publisher Isabel Marrón 2 Hello song
35 3 My grandma Nessie 36 Story
Publisher Marta Rodríguez
Silvia Kosaruk
36 4 Grandma's tall and I'm short 40 1 3 Goodbye song
Freelance
Design Editorial Work Elena
EclipseR.Gráfica
Orta, Charlotte
Creativa,Johnson
Españoleto EG
37 4 41 2a 4 1 In class 19
Design
Illustrations Eclipse Gráfica Creativa,
Carlos Bulzomí, Españoleto EG
Carlos Gallego Este logo alerta al lector sobre la amenaza que fotocopiar libros
Illustrations
Cover Design Carlos Bulzomí, Carlos Gallego
Elena Jaramillo
representa para el futuro de la escritura. En efecto, la fotocopia 38 4 42 4a 5 2 Brothers, sisters and friends 29
de libros provoca una disminución tan importante de la venta de
Cover Design
Production Elena
Damián Jaramillo
Marrapodi libros, que atenta contra la posibilidad de los autores de crear 39 4 43 6 6 3 I am playing… 1, 2, 3! 39
Production Manager ManuelListe
Karina Alejandro López nuevas obras y de las editoriales de publicarlas. 7 4 Fat, thin, short or tall 49
40 4 44 9a
41 4 45 11a 8 5 Betty Jane and Michael Slim 61
42 4 grandma_nessie@scotland.com 46 Story 9 6 Tell me about your toys 71
Tongue 10 7 Please, stop! 81
43 Storyline Mag 50
Twisters 11 8 My house 91
44 5 A snowman 52 1 12 Hello song - karaoke
45 5 53 2a 13 Goodbye song - karaoke
46 5 54 5a 14 1 In class - karaoke
47 5 54 6a 15 2 Brothers, sisters and friends - karaoke
48 5 55 7 16 3 I am playing… 1, 2, 3! - karaoke
49 5 55 8 17 4 Fat, thin, short or tall - karaoke
50 5 56 9a 18 5 Betty Jane and Michael Slim - karaoke
51 5 56 10 19 6 Tell me about your toys - karaoke
52 5 57 11 20 7 Please, stop! - karaoke
53 5 57 12a 21 8 My house - karaoke

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13:05
 1
a
Lim
a
Pen
Beatriz
Corra di &
Leonor
Teacher's Companion

A01_STL_TB_01ARG_3973_FM.indd 1 22/4/15 8:48

 Contents
Introduction 4
How to go about the posters 9
The rational underlying the series and NAP 10
Teacher Training DVD and Encuentros Escuela + hogar 13
Planificación anual 14
UNIT VOCABULARY GRAMMAR ANSWERS TO
HELLO! Names of characters I’m… What’s your name?
School objects: copybook, pencil, pen, book, rubber
Numbers: 1 to 10

1 A NEW FRIEND Names of characters

School objects: copybook, pencil, pencil case, pen, glue,
I’m…
Yes, it is. No, it isn’t.
What’s your name?
Who’s this? Is this…?
school bag, book, rubber (It’s) a book. What’s this?
Numbers: 1 to 10 Plurals: books How many…?
Ready for school? Integration through a story

2 A FAMILY OF PLESIOSAURS Family members: dad, mum, brother, sister

Colours: green, red, blue, white, pink, yellow
He/ she
I have/ don’t have
Who’s this?
What colour…?
Everyday words: teacher, table, friend, chair, school

And your green pencil? Integration through a story

3 PLUCKY’S PLAYING FOOTBALL Actions: playing, reading, watching TV, listening to

(music), drawing, writing
I’m playing.
He/ She’s watching TV.
Are you (playing)?
Is he/ she (drawing)?
Numbers: 11 to 20
My grandma Nessie Integration through a story

4 GRANDMA’S TALL
AND I ‘M SHORT
Adjectives: tall, short, fat, thin, nice, beautiful, big, small
Numbers: 21 to 59
They’re… Are they…?
How old…?

grandma_nessie@scotland.com Integration through a story

Storyline Mag Integration and Consolidation

5 A SNOWMAN Food: apple, orange, banana, fruit salad, fish

Parts of the face/ body: body, ears, eyes, hair, head,
His, her, my
A/ an
Are you…?
Is he/ she…?
mouth, nose
Colours: black, brown, purple, orange

Emma’s a good teacher! Integration through a story

6 LET’S PLAY! Toys: doll, robot, electronic game, board game, ball, soft
toy
They have/ don’t have
Possessive case
Pets: dog, cat, hamster
Wild animals: lion, elephant, monkey, giraffe, puma

Toys for Plucky! Integration through a story

7 IT’S PICNIC TIME! Food and drinks: biscuits, soda, cake, cheese, eggs,
hamburgers, hot dogs, milk, orange juice, sandwiches,
I like/ don’t like Do you like…?

tea, water, hot chocolate

Let’s go home! Integration through a story

8 COME AND SEE MY HOUSE The house: living room, bedroom, kitchen, bathroom,
garden, house, bed
Revision Revision

Food: chips, chicken

Bye-bye school! Integration through a story

Storyline Mag Integration and Consolidation
Photocopiable Encuentros Escuela + Hogar

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 RECOGNITION ORAL INTERACTION INTEGRATION
Days of the week Hello! Hi! 16
Goodbye!

Classroom language Hello! Help! Goodbye! Vocabulary 20

Feelings: happy, tired, OK I’m + name Numbers: 1 to 10
Weather conditions: sunny, cloudy, rainy What’s your name? Grammar
Days of the week Thank you! Here’s your… Plurals
26
Classroom language: point to, show me I’m + age Vocabulary Grammar 30
Feelings: happy, tired, OK Look! Numbers: 1 to 10 I’m/ I’m not; I have/ don’t have
Days of the week Fantastic! Colours Oral interaction
too!; but School objects Greetings
36
Feelings: sad, angry Let’s… Vocabulary 40
Weather conditions: cold, hot And? Actions, Family members
Numbers: 1 to 20
46
They’re twins. You’re (sad). Vocabulary Recognition 50
Well done! Adjectives + classroom objects Feelings: sad, angry
And now? Family + actions Weather conditions: cold, hot
Grammar Oral interaction
I’m + verb + ing; I’m + age Let’s…
56
59
Feelings: tired, exhausted What fun! Vocabulary Answers to 60
Weather conditions: snowing, windy Me too! Adjectives What’s his/ her name?
It’s + adjective Ouch… my (head). My/ his/ her + part of the body/ Oral interaction
family members Let’s…
Grammar This is…
I have…; I’m…
66
A box for… Let’s (play). Vocabulary Recognition 70
A box from… It’s fun! Family members Feelings: tired, exhausted
Upsss, sorry! Grammar Weather conditions: snowing,
No problem! I have/ don’t have, they have. windy
You’re lucky. Possessive case + adjectives/ colours
76
Feelings: nervous Asking for food or Vocabulary Grammar 80
Weather conditions: warm drinks: A sandwich, Numbers + food Like and have
I love… please. Animals Oral interaction
Adjectives Let’s…
86
Revision Revision Vocabulary Like/ don’t like 90
Adjectives, colours, actions, body, I/ he/ she + verb + ing
objects, family members My/ his/ her
Grammar Possessive case
Have/ don’t have
96
99
100

Contents >> 3

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 STORYLINE
Storyline is a six-level series for learners between the ages of 6 and 11
which aims at actively involving kids as whole persons in learning English,
both effectively and in an entertaining manner.
The rationale underlying the series
Storyline goes beyond the teaching of English alone. It aims at educating
kids, that is, preparing them for the rapidly changing and increasingly
complex society they will have to live in, by helping them develop
independent, critical thinking and ethical behaviours in order to become
caring and productive 21st century citizens. The following four principles
are at the core of the series as parts of an integral whole: a focus on
meaning, a focus on learning, a focus on education and a focus on stories.
1. Focus on meaning
In order to learn, we all need to make sense of what somebody is trying
to teach us. Consequently, English should be taught as a means to an
end, as a means to construct and understand meanings. Meaningfulness
should be present at every stage, even when learners are focusing on
the structure of the language. In this respect, stories and story telling
are a must in a series for kids, both to trigger their interest, to integrate
language and content in meaningful and significant social situations, and
to start the learning process.
Language is graded according to learners’ needs and interests. While
in levels Starter A and B there is more emphasis on lexical areas than
on structures, in Level 1 learners are mature enough to become aware
of how language works and, hence, they are ready to reflect on how
meaning can be conveyed through structures.
2. Focus on learning
The series aims at fostering learning rather than at teaching. This means
orienting teaching to learners’ abilities, styles, interests, cognitive and
linguistic development and educational contexts so that they learn
effectively. There are plenty of opportunities for learners to learn by
discovery, by making connections, by being able to relate what they are
learning to their own lives.
The series follows a spiral approach in which there is permanent
integration. The language practices are systematically practised in natural
and meaningful contexts and are developed to deeper levels as the
students grow older.
The approach is multi sensory (including visual, auditory and kinaesthetic
activities), especially at Starter A and B levels, and there is room for
the development of multiple intelligences. There are also plenty of
opportunities for intercultural awareness and cross curricular links.
3. Focus on education
Storyline provides learners with opportunities to learn and develop life
skills, which are put into practice in the activities proposed for the six
levels. The series includes the development of:
›› Learning strategies - to help Ss become aware of how they learn
›› Studying skills - to help them learn effectively
›› Organisation habits - to help them develop their autonomy
›› Thinking skills - to help them evaluate information critically
›› Intercultural awareness - to help kids understand and value their own
learning
A02_STL_TB_01ARG_3973_INTR.indd 4
›› Respect - for oneself, for others’ opinions and feelings and for personal
and classroom materials
›› Group awareness - to help them learn how to work in groups
›› Conflict resolution skills - to help Ss gain autonomy as individuals and
as members of groups
The series grows with the learners. This growth is reflected in the choice
of characters, in the activities proposed, and in the level of demand and
challenge through the series. Moreover, the introduction in the upper
levels of poems, rock lyrics, legends and folk tales belonging to other
cultures aims at helping learners recognise the value of human diversity
and, through comparison and contrast with similar texts from their own
culture, arrive at a greater appreciation of their own cultural roots.
4. Focus on stories
Stories play a crucial role in the series as they provide learners with
meaningful situations in which English is used naturally. Getting
imaginatively involved in stories enables learners to shift their focus of
attention from the language proper to the stories, which, in the case of
Levels 1 and 2, are presented through a medium that enjoys widespread
popularity among kids: the comic strip. The pedagogical reasons for
such a choice are threefold. Firstly, comic strips are reader-friendly
because the pictures which accompany the dialogues and the captions
facilitate access to the stories. The illustrated panels provide the narrative
sequence, the settings of the stories, the characters’ physical appearance,
their clothing, gestures and facial expressions. Comic strips are the
perfect vehicle for developing reading skills in those kids in need of
visual scaffolding. Secondly, comic strips belong to the realm of popular
culture and are thus associated with real-life language and informal
registers- an incentive to make kids feel that the language they are
learning can be put to immediate use. Thirdly, comic strips are a unique
art form. According to language specialists, when kids are immersed in
a story they are learning more about the language than when a teacher
resorts to decontextualized activities. The explanation of why this is so
seems to be that stories involve kids as whole persons. They appeal to
their intelligence, their imagination and their feelings, and broaden their
capacity to understand and empathise with others.
THE PUPIL’S BOOK
›› There are eight main units in Storyline 1, each one functioning as a
self contained ‘chapter’ within the plot line of the text.
Every unit consists of four lessons:
›› Lessons 1, 2 and 3 are two pages long and contain work for
approximately two to three teaching periods each.
›› Lesson 4 is a story-time lesson. In this lesson, the main teaching points
in the unit are integrated into a story and consolidated in the activities
and song which follow. The story-time lesson contains work for
approximately two teaching periods.
›› There are two consolidation units -Storyline Mag- one every four
units. These consolidation units provide integration of language
presented in the previous units in the form of games kids are familiar
with, once again integrating previously taught topics, and a Test your
Memory section before the workbook section.
›› There is a play on pp. 94-95 which presents a new text type and the
opportunity for integrated language use.
›› CLIL section: eight units which provide a link with one of the subjects
in the curriculum and integrated language use.
›› At the end of the Pupil’s book there are eight workbook units, each
with a number of activities aimed at providing students with further
opportunities to use the language meaningfully.
›› At the end of this section there is a Further Practice area, one for each
unit.
22/4/15 8:55
 THE TEACHER’S COMPANION
The Teacher’s Companion has been designed to help teachers maximise
the use of the textbook and make their task friendlier, more enjoyable,
more effective and less tiring. It contains:
›› suggestions on annual planning in the Planificación anual
›› ideas on how to approach different aspects of teaching
›› clear and easy-to-follow lesson plans and teaching notes
›› story lead-ins and tips to elicit learners’ predictions and inferences
›› reflections on learners’ expected levels of performance and areas of
difficulty
›› suggestions for homework activities
The teaching notes for each of the four lessons in every unit include:
›› a guided lesson plan
›› notes related to the specific teaching point in the lesson: expected
mistakes, areas of difficulty, etc.
›› Building confidence and Expansion activities
›› the scripts for every listening activity
›› the lyrics for every song
›› answers to activities in the Pupil’s Book
The more general aspects of teaching, such as how to go about activities,
songs, and so on, are described in the section From the coursebook to the
learners below.
FROM THE COURSEBOOK TO THE LEARNERS
In this section, teachers will find information about the objectives of each
of the sections in Storyline 1. It includes a How to go about it section with
suggested procedures for the Pupil’s book activities. The suggestions
in this section apply to all the units in the book and, therefore, are not
repeated in the individual lesson plans. Teachers are advised to refer back
to this section when necessary.
a. Routines
Routines provide a framework for the lesson and help Ss become
autonomous. At the beginning of the year, teachers organise the routine.
After a few months, Ss can be in charge of organising it themselves.
How to go about the routine
›› Write a sketchy plan of the day’s lesson on one corner of the bb, e. g.:
Hello song
Calendar
Weather
Feelings
›› You can replace words with drawings for the weather and feelings.
›› Start the lesson with the Hello song.
›› Write TODAY IS (MONDAY) (MARCH 27) on the bb. There is a tendency
now not to include the ordinal ending, which you may start writing as
Ss grow older and know all the numbers.
›› Ask Ss about the weather. You can draw the symbols on the bb.
›› Ask Ss about their feelings. You can ask them Who’s happy today? and
those who are happy raise their hands. Count the number of hands
and write it below the happy face. Do the same with the other feelings.
Include your own feeling. Once this is over, add up the numbers and
compare the result to the number of students Ss should learn they
have to vote, and that they have to do so only once .
›› When you finish the routine, go to the plan on a corner of the bb and
ask Ss which steps you can tick off.
›› Before the end of the lesson, go back to the plan and reflect with Ss (in
Spanish) on why you have been able to cover it or not. This is a good
A02_STL_TB_01ARG_3973_INTR.indd 5
opportunity to show Ss that sometimes, some activity may take longer
because they need more time, and this is OK, but if you waste time
because they misbehave and have to stop the lesson, this is not OK.
b. The story sections: Look and listen
The comic strips in Storyline 1 present the linguistic and communicative
teaching points of the unit through characters that learners can easily
identify with. Storyline 1 contains a fully-fledged story in comic strip form.
The story is based on a legend that lives on in many cultures: that of a
plesiosaur which, having survived extinction, still inhabits the depths
of a lake, surfacing every now and again to the amazement of solitary
onlookers.
In this case, Plucky, an eight-year old plesiosaur, is not alone in the lake.
He lives with his mum and dad in Lake Pluck in a beautiful mountainous
area, and keeps in touch with Grandma Nessie, who lives in a lake in
northern Scotland. But, being an only child, he has nobody to play with,
which is one of the reasons why his parents decide to send him to a
school for ‘human’ kids on land. It is at school where he meets the four
eight-year olds who will become his great friends:
›› Annie, a lively girl of indigenous descent. She lives with her parents
and her two-year old sister Kim.
›› Emma and Eric, a pair of very friendly twins who live with their parents
and Robby, their dog. Both are good at outdoor sports, Emma excelling
at football and snowboarding.
›› Tommy, a computer whiz, loves helping his friends when they are in
trouble. He lives with his mum and is in a wheelchair.
At school Plucky also meets Miss Kenny, his enthusiastic third form
teacher. Together with Annie’s father, Miss Kenny will be teaching the kids
to be responsible caretakers of their environment.
How to go about the stories
As teachers, we all want to make the reading of a story an enjoyable
experience. To attain our end it is advisable to:
›› Check beforehand whether your recorder works well. It’s most
frustrating when it doesn’t.
›› If you prefer reading the story aloud, practise reading it beforehand with
expression and enthusiasm. You can read the punch line -the final part of
a joke- with more intensity or slow down the pace to build up suspense.
You can also try making each character sound different. Read at a
leisurely pace: kids need time to take in what they see and hear.
›› Whet the kids’ appetite for the story by including it in the daily plan.
Stick to a routine before starting with the story: sit on your desk if the
school permits it, or just write ‘Story time’ on the blackboard.
›› Engage Ss into the topic of the story by chatting with them about
some anecdote or experience (either yours or theirs) related to the
story. The more links you can establish between the world of the
story and the kids’ world the better. As the purpose of this stage is to
motivate learners and to activate their schemata, teachers can resort to
Spanish, the language of instruction. You can find possible lead-ins for
the different stories in the lesson notes of each unit of the book.
›› Ask relevant questions aiming at predicting what is going on in the
illustration of the story. Avoid ‘language practice’ questions, e.g. What’s
this? to practise vocabulary if it is not relevant to the development
of the story. In every story, there are suggestions on how to elicit
predictions and inferences from learners.
›› Have Ss listen to the story and check their predictions.
›› Invite them to listen to the story a second time. Remember to give
them a second task for the listening activity to be meaningful.
Introduction >> 5
22/4/15 8:55
 c. Activities
Activities are aimed at the development of both comprehension and
production practices. They are organised into recognition activities,
following the presentation of a teaching point, and then guided practice
activities. There are Building Confidence activities in the Teacher’s Book
which provide further opportunities for students to use the language
meaningfully. As the name indicates, they are to be used by teachers to
help their Ss develop confidence in using the language. This Teacher’s
Book also includes Expansion activities, in which several teaching points
are integrated into one instance of meaningful language use.
How to go about the icons
›› The icons are clear and show what Ss have to do.
›› Elicit from Ss what they think they have to do. If necessary, you can
draw the icons and write the instructions on the bb.
  How to go about listening activities
›› You need to start by referring Ss to the icon.
›› Elicit from Ss what materials, if any, they need to carry out the activity:
black pencils, coloured pencils, a rubber, glue, etc.
›› Check that Ss have their materials ready. If they are going to do a
colouring activity, make sure they have the necessary coloured pencils
and that their tips are sharp.
›› You should go over some listening rules with the Ss:
•  Do not make any noise while the listening is on.
• Wait until the end of the recording if you want to ask a question or
make a comment.
• Do not interrupt the recording, even if there is something you don’t
understand.
›› It is advisable to have a dry run (an example you come up with yourself
which is not included in the book and that you do with the Ss) so as to
check that everybody knows what to do.
›› Play the recording or read the lines yourself.
›› Check the Ss’ answers by having either drawings or flashcards on the
bb.
›› The use of the audio: it may be the case that it cannot be used for a
number of reasons. Listen to the audio at home for ideas on how to
imitate different voices or sound effects to make the listening livelier.
  How to go about speaking activities
›› Ask Ss to have a look at the icon. Make sure they understand what they
have to do.
›› Have a few dry runs.
›› It may be advisable to go over the vocabulary that Ss need to use,
especially if it was not used in the previous activity or if you start
the lesson with a speaking activity. This will reduce the number of
questions Ss may come up with while they are working.
›› All the activities can be done in different ways, as outlined below.
• In pairs.
• In small groups.
• Dividing the class into two big groups.
• With the whole class being one member of the pair and you the other.
›› However, young Ss may not be ready to work in pairs or in small
groups yet. If you want them to do so, make sure you teach them how.
This requires lots of examples and patience on your part.
›› If Ss have worked in pairs or small groups, ask one or two pairs to show
what they have done to give closure to the activity.
›› Work on some speaking rules:
A02_STL_TB_01ARG_3973_INTR.indd 6
• Be silent while somebody else is speaking.
• Do not correct another student if he or she makes a mistake.
•  Wait for your turn.
• Raise your hand to participate.
• Remain at your desk/ at your spot.
  How to go about games
›› Have Ss focus on the icons and tell you what they have to do.
›› If they need materials, make sure they have everything ready. You can
check they have the materials ready by naming each item they need,
e.g. Ball? Soft toy? and by asking them to show it to you.
›› Have as many dry runs as you consider necessary.
›› Work on some rules:
• Wait for your turn.
• If you know the answer, raise your hand; do not shout the answer
from your desk.
• Celebrate without shouting. You can whisper Hurray! and make the
corresponding gesture.
• Never mock the losers.
• Never mock or undermine the winners.
›› You can play games by adding a score.
• The class can be divided into random teams (with a new team per
class), you can have different groupings (e.g. boys and girls, odd
numbers and even numbers according to their position in the roll),
there can be regular teams or Ss can play against the teacher.
• Draw a tally mark (I) every time a group scores a point. At the end of
the game or the lesson, invite Ss to help you count the number of
points each group has scored.
• This is a good opportunity to show Ss that everybody can
contribute to their group. When a student wins, all the group
benefits from it. Ss can get the help of the other members of the
team as well.
• If Ss misbehave or do not follow the rules of the game or activity,
some points can be deducted from their score. In this way, Ss learn
that their actions will affect others.
• You can give Ss 10, 20, 50 and even 100 points so that they should
be exposed to bigger numbers.
  How to go about acting out activities
›› Tell Ss they are going to learn the lines and rehearse them all together
first.
›› Have Ss repeat the lines after you or after the recording. Invite them
to imitate voices, the intonation and speed. Encourage them to add
sound effects and gesture as well.
›› Tell Ss they can use memory aids -drawings, their cards, etc.- to
remember the lines.
›› If several Ss want to act out in front of the rest, you can group roles
together or you can spread the performances over a couple of lessons.
  How to go about songs
›› Have Ss look at the icon and tell you what they are going to do.
›› Go over the vocabulary (lyrics) of the song. You can elicit the words of
the song from Ss.
›› Play the song once for Ss to check their predictions.
›› You can draw the stave on the bb and draw the words or use the
flashcards. Play the song again and, as you hear the words, point to
them on the bb. Invite Ss to do the same in their books.
22/4/15 8:55
 ›› Rehearse the song with the Ss (most probably, more slowly than
the recording).
›› Play the song again and invite Ss to sing along.
›› Encourage Ss to add some dance routine to the song. This way,
they’ll remember the words better.
›› Play the karaoke version for Ss to sing.
›› For another way of working with songs, go to the Songs
section in Starter A & B’s online Teacher Training Video at
www.pearsonelt.com.ar/storyline.
How to go about reading
›› Choose three or four words belonging to the same lexical set. They
should all start with a different consonant, e.g. blue, green, pink, red.
›› Show Ss the flashcards for them to name the colour or object.
›› Write the four words on the bb. Confirm with the grade teacher what
type of print Ss are used to reading (block capitals, lower case or
cursive).
›› Ask Ss to look at the words, and ask them where they think it says pink.
›› Match the word and the flashcard.
›› Do the same with the other words.
›› When Ss are familiar with these words, add a level of difficulty: two
words which start with the same letter, e.g. blue, black. Invite Ss to
predict which is which (using the flashcards). Help them become aware
of how identifying consonants and then vowels can help.
›› Remember Ss should only be asked to read words they can say.
›› It is also important when Ss start reading to include the written word
and the concept (flashcard or drawing) at the beginning. After some
time, give them the words alone to see if they can really read them.
Once they decode the word, they should match it with the concept
(flashcard or drawing).
›› In the case of sentences or phrases, tell Ss there are some parts which
remain the same, e.g. I like biscuits, I like milk, I like oranges. Ss should
identify these chunks (sight words) and then identify what is different.
›› Ss should be given plenty of meaningful reading practice of these
chunks (I like, I have, the, a) since it helps develop fluency in reading.
›› Ss should then be given practice in identifying the same word written
in block capitals, lower case print and cursive. It is important that the
concept should be part of the activity as well.
›› Reading instructions is a reading activity in itself. Encourage Ss to
read instructions.
›› For further ideas go to the Reading Comprehension section in
Storyline 1 & 2’s online Teacher Training Video at
www.pearsonelt.com.ar/storyline.
How to go about writing
›› Ss should start writing words they can read quite easily.
›› Ss need lots of fine motor skill activities. These activities should not
focus on the physical act of writing alone, but should incorporate
meaning as well.
›› Let Ss use the type of print they are most comfortable with: block
capitals or cursive.
›› Encourage Ss to help you make classroom posters with vocabulary.
This is a type of wall picture dictionary. Every word should be written
on a piece of paper. Fold it in twos so that the word is covered and
make the drawing on the outside flap, so that the poster should be a
collection of drawings.
›› When Ss cannot remember how to spell a word, they should go to the
poster, lift the flap and read the word. They should not be allowed to
A02_STL_TB_01ARG_3973_INTR.indd 7
take their notebooks so that they make the effort to remember the
word.
12
Twelve
WB How to go about workbook activities
›› Each exercise has a clear linguistic focus. However, they are not
mechanical since no exercise can be completed unless Ss understand
what it says.
›› Ask Ss to check what they have to do by focusing on the icons and
instructions. Ss should be given the opportunity to do the exercises
orally before they start writing the answers, even if they have to do the
exercise for homework.
›› When there are options, encourage Ss to account for their choices.
These instances are signalled in the suggestions for exercises.
›› Check the answers on the bb. If the exercise is open, i.e. there may be
different answers, check that Ss understand this. You may write on the
bb the part of the answer which will be the same for all Ss.
›› Each exercise is followed by an Expansion activity which uses the
exercise as a springboard for further opportunities to use the language
and reflect on it.
d. Pronunciation
Pronunciation is not worked on separately from activities, but should be
an integral part of them. Specific problem areas for Spanish speakers are
dealt with on a unit by unit basis.
How to go about pronunciation
›› Invite Ss to repeat, imitating the characters in the book, their
pronunciation and intonation.
›› Ask Ss to play different roles when saying something, e.g. Imagine
you’re a huge elephant, a beautiful princess, a small mouse or an
ant.
›› Encourage Ss to say the lines together with the recording once
they are familiar with the utterances. This should be done only with
short stretches of language, e.g. one line at a time, not the complete
dialogue.
e. Playing with flashcards
The Teacher’s adoption pack for Storyline 1 and 2 comes with a set of
flashcards.
The set includes:
• all the lexical items presented in the Pupil’s Book
• the characters
How to go about flashcards
›› Flashcards can be used for games creating some information gap, i.e.,
by showing only a small part of the card or by flashing it. This way,
language is used meaningfully since Ss have to tell the teacher what
they think something is, rather than simply say what is obvious and
everybody can see.
Introduction >> 7
22/4/15 8:55
 ›› You can also hold all the cards in your hand as if you were holding
playing cards. You can number the cards and ask Ss to choose a
number so as to pick out one card. You can also play crazy finger: you
move your forefinger very quickly from the first to the last card and
when one of the Ss says Stop, that’s the card you pick out.
f. Building learner autonomy
How to go about the level of challenge
›› Ss can be invited to decide on which level of challenge they want
to work. You can ask Ss if they want the activity to be difficult (use
gesture) or easy (gesture again).
›› You can change the level of challenge by showing a bigger or smaller
area of a picture, by flashing it more or less quickly, by miming
something more or less quickly, etc.
›› When playing guessing games, you can also ask Ss whether they want
it to be easy or difficult. For them, difficult will mean those words they
find more difficult to remember or say.
How to go about the management of time
›› Ss need to learn how to manage time.
›› Writing the daily plan on the bb and going back to it at the end of the
lesson gives Ss an idea of how much they can do in a given amount of time.
›› You can time activities as well. If there is a clock in the classroom, tell Ss
that they will have to stop when the long hand is at a certain number. You
can stick a pointer on the clock to show where the long hand should get
to. It is not necessary for Ss to be able to tell the time. Every now and then,
ask Ss to look at the clock and ask them if they need to hurry up or not.
›› If there is no clock in the classroom, you can use songs to measure time.
Tell Ss how many songs you’ll be playing. Longer activities will require
three or four songs and shorter ones only one or two. You can use any
song in English.
›› It is very important at this stage to give Ss something concrete for them
to measure time. If you tell them ‘10 minutes’, it won’t mean anything.
OUR POSTER
›› At the end of every unit, you can make a poster with the Ss on which
you show the vocabulary of the unit.
›› Ask Ss to bring cut-outs from magazines or drawings from home.
›› Depending on the number of Ss, you’ll need one or more sheets of
poster or cartridge paper.
›› Elicit from Ss that they will have to approach your desk in small groups
to glue their cut-outs.
›› Make a classroom display of the posters. Ss can use these posters as
wall dictionaries.
DEVELOPING COGNITIVE, SOCIAL AND
INTERCULTURAL AWARENESS
There are plenty of opportunities throughout the series to develop
awareness in Ss. There are no specific or separate worksheets or activities
since these educational objectives are at the core of the approach which
underlies the series.
Cognitive awareness
This umbrella term refers to the knowledge and self-awareness that a
learner has of his/ her own language learning process. It has come to be
regarded as key to successful learning.
A02_STL_TB_01ARG_3973_INTR.indd 8
Kids need to be helped to see what languages are meant for, i.e., as a
means to construct and understand meanings. Learners need to be
helped to see which strategies they use to remember new words and
their pronunciation, linguistic chunks, etc. They have to be able to
evaluate how much they have learnt.
Young learners may not be ready yet to reflect on their learning process;
nevertheless, they can be initiated into this reflective process. When
teachers elicit from learners what materials they need, they are focusing
on cognitive awareness: they become aware of what they need and
can plan and organise themselves if they have to do activities on their
own. Teachers can help learners to monitor their progress and their
performance by making them reflect on how much they remember
from previous lessons, how they can use songs and raps as a source of
reference when they can’t remember a word. Learners can also start
reflecting on the similarities between English and Spanish, which they
can use to learn better. This does not mean that they or teachers will
be resorting to constant translation. It is by focusing on similarities and
differences that learners can start contrasting and comparing elements
from either language, which in turns engages them into processing
information, thus leading them to a better knowledge of both their
mother tongue and the target language.
Social awareness
Kids at the age of eight/ nine may be used to working together, which
does not mean they are used to working in teams. It takes time for them
to learn how to do so.
In order to work in pairs or groups, the first thing Ss need to know is what
exactly they have to do. It is easier for them to start working as a member
of a group or pair when the rules are very clear, there is no ambiguity and
they know what is expected from every member.
Young kids need to be able to see the effects of their own actions on
others. It is through stories and their characters that Ss are provided with
the opportunity to see how somebody’s positive behaviour can make
other people’s lives easier and happier, and how by being inconsiderate
one can hurt feelings or cause embarrassment.
Stories we read in childhood have a profound effect on our attitude and
behaviour by broadening our understanding of ourselves and the people
around us. This is why Tommy, one of Plucky’s closest friends, is a disabled
child. The inclusion of a character with a mobility impairment aims at
promoting a more integrated world. Tommy leads a full life just as his
friends do and, at moments, he even adopts leadership roles.
Moreover, participating in the telling of a story is a shared social
experience. Ss respond both to the teacher’s tone of voice, gestures and
miming as well as to their friends’ laughter, silence and interest.
Intercultural awareness
The world is characterised by diversity. Awareness of similarities and
differences among cultures is a first step away from ethnocentrism, which
only finds value, rightness and sense in one’s own cultural patterns. Kids
need to be able to see how diversity contributes to making the world more
attractive, to helping us understand others and the concept of otherness.
At the same time, they will learn about their own cultures and value them.
As English teachers, we need to help Ss focus on diversity, for which a good
starting point is the inclusion of kids from different ethnic groups to be
found in the story. They accept each other without asking, or forcing others
to change, which is the essence of acceptance and social harmony. It is
through the development of intercultural awareness that human beings
can develop understanding and a disposition of openess towards others.
This is further developed on page 112.
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 How to go about the posters
Both posters in Storyline 1 can be written on with a board marker, and
erased afterwards. In order to protect them, and to leave them on one of
the walls in the classroom, you can do the following:
›› Paste the poster on a sheet of cardboard.
›› Stick it to a plastic hanger,
or to the plastic handle of a shopping bag as shown
in the image. In either case, this will be useful since you
can hang the poster anywhere in the classroom. You can hang it on the
board for the routine stage, and then leave it at the back or on a wall.
›› You can also laminate it by applying three or four coats of equal parts
of glue mixed with water. The glue to be used has to have
a transparent finish. You must let the poster dry before
you apply a new coat. It is advisable to use a wall painting
brush as shown in the illustration.
Each poster can be used in different ways, which will be described below.
However, some points are common to both:
›› You can appoint poster helpers, who will be in charge of placing it
on the board at the beginning of the lesson and then putting it back
where it is kept. You can use the helper badges downloadable from
http://www.pearsonelt.com.ar/storyline/pdf/PC/Routinecards_L1.pdf.
›› You can start leading the routine stage yourself and after some time,
which will depend on each group, you can appoint different kids to be
the ones in charge of each poster – one for the calendar and another
one for the routine poster. They will be asking the questions, e.g. Is it
cloudy today? Is it rainy? Is it hot? Or What’s the weather like today?
›› You can make flashcards with icons, illustrations or words to include
other elements. These flashcards can be laminated as explained before
or using any other laminating procedure. To stick them on the poster,
you can use either a flexible adhesive substance (such as Blue Tack © or
Uhu Tac ©) or masking tape, which sticks fine and is easy to remove.
›› If you use icons or illustrations for these flashcards, after a while you can
also make word flashcards for the kids to match to the correct image.
Calendar poster (TB page 109)
For the first class, write all the numbers up to the one before the day on
which you have the first lesson. It does not matter if kids have not learnt
all the numbers yet, this is a natural way of introducing them. If you do
not have classes every day, you can ask kids, e.g. if the first class was on
March 4th and today is March 7th, What about today? (gesture) Four? Yes or
no? (as you show the number flashcards or as you write the number in the
correct square or somewhere on the board) Five? Six? Seven? You can use
this procedure whenever you have a class.
You can use patterns, which help kids develop logical thinking. For the
first month, you can use two or three colours to write the numbers, e.g.
red, blue and green. Show kids you are following a pattern for them to
decide which colour you should use for each day. Once they are familiar
with this routine, you can introduce vocabulary areas, e.g. shapes –
square, triangle, circle, oval – big/small, e.g. a big circle, a small circle – or
revise lexical areas you have already taught, which you can vary every
month. For the patterns, you can use small slips of paper which you stick
in the right square or you can draw using board markers.
In the second semester, you can introduce Yesterday was… . This does not
mean you will be teaching the Simple Past tense. Kids will be naturally
exposed to past forms, and when the time comes for them to become
aware of how the past tense works in English, they will draw on their
previous knowledge. You can start with the regular procedure for the
date and ask kids, e.g. (if today is Wednesday, August 8th) What about
yesterday? (pointing to the calendar) Yesterday was Monday. Is it OK?
Yesterday was Tuesday. Is it OK? Yesterday was 7th. Yes or no? Yesterday was
A02_STL_TB_01ARG_3973_INTR.indd 9
9th? You can also teach Tomorrow is… using the same procedure. The
Simple Present Tense is the correct tense when dealing with statements
about the calendar, i.e. fixed information as in There are 30 days in
September, or My birthday falls on a Saturday this year.
There is a blank calendar on page 13 in this Teacher’s Companion, which
can be photocopied and used by kids every time a new month starts. A
blank copy of the calendar can also be downloaded from
www.pearsonelt.com.ar/storyline.
Routine poster (TB page 109)
This poster has been designed to go over the basic elements of the
routine: the date and the weather. Teachers can include other elements,
e.g. feelings, number of boys and girls present, among other ideas.
To circle the correct option, you can use board markers or you can cut out
three ellipses to place on the correct options. In this case, it is better to
use either cardboard or cartridge/sugar/construction paper. To stick them
masking tape or a flexible adhesive substance is a good choice.
When working on the weather conditions, Yesterday was… can also be
used. If you decide to work on the future as well, will has to be used, e.g.
Tomorrow will be sunny, since these are instances of prediction.
For the weather conditions, you can start by asking kids, while pointing to
the correct symbol, e.g. Is it sunny to day? Is it cloudy today? Once kids have
identified the weather conditions and temperature, you can provide a
synthesis, e.g. Today is warm and sunny. You may also introduce although
naturally, e.g. Today is sunny although cold.
If you decide to teach Yesterday was… you can ask kids to keep a daily
record of the weather conditions. In this way, when you have a class with
them, you can ask them about the days in between classes. For instance,
if today is September 27th, and you last met on September 24th, you
can ask kids about the weather today, and then about the days before,
e.g. Was it rainy yesterday? (while pointing to the correct square in the
calendar poster). What about Tuesday 25th? Was it sunny?
You can give kids a print-out of the calendar poster, which you can
find on page 13 in this Teacher’s Companion or on the website
www.pearsonelt.com.ar/storyline. They will need one a month. In this
worksheet, apart from writing the dates, they can keep a record of the
weather conditions. Kids can also colour the squares for holidays, i.e.
Saturdays and Sundays and any other public holiday. They can also signal
classmates’ birthdays. For this, they can draw a cake, a balloon or a party
hat. At the end of each month, you can give kids a quiz, which they can
solve individually, in pairs or in small groups. The following are ideas for
the quiz. You can include new ones every month, increasing the level of
complexity.
›› How many holidays (this month/in August)?
›› How many birthdays?
›› How many (windy) days?
›› How many (cold) days?
›› How many (rainy Saturdays)?
›› What was the weather like on (Monday 7th)?
›› Was it hot on (Friday 24th)?
Introduction >> 9
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 The rationale underlying the series and
NAP: Núcleos de Aprendizajes Prioritarios
The “Núcleos de Aprendizajes Prioritarios” for foreign languages (NAP-LE,
available at http://www.me.gov.ar/consejo/resoluciones/res12/181-
12_01.pdf ) were issued in 2012 and apply in every jurisdiction in the
country. They refer to learnings that all students have to be able to
construct during their school years. The emphasis is on learning, and
on teachers and institutions providing opportunities and creating the
right learning environment for learning to take place. The NAP-LE cover
both instrumental and formative aspects of language learning organized
around six areas:
›› Listening
›› Reading
›› Speaking
›› Writing
›› Reflection on language – language awareness involving English and
Spanish, the language of instruction.
›› Intercultural reflection – intercultural awareness.
Language is conceived of as a social practice, rather than a composite of
skills, which entails the following:
›› Language cannot be separated from culture.
›› The natural and meaningful unit is the text – written or oral – which is
always embedded in a context.
In the Storyline series, the text is the means by which kids are exposed
to the language. All the texts are embedded in a context in which
language is used meaningfully to construct meanings. The message to
convey is clear, in keeping with the type of participants involved in the
communicative situation.
What is meant by instrumental and formative aspects? Instrumental
aspects refer to kids learning and being able to use the language
meaningfully, whereas formative aspects have to do with the learners’
construction of citizenship, in which literacy development and language
practices play a key role.
How are instrumental and formative aspects dealt with in Storyline? In
this approach, structures, tenses, conjunctions and other elements are
tackled as linguistic discursive elements that help the construction of
meaning. Therefore, they are not the starting point of any teaching unit.
When young learners are helped to become aware of how English works,
they do so by always making the connection between meaning in context
and form. They will also be encouraged to establish comparisons between
English and Spanish, the language of instruction, since these comparisons
can aid in incorporating or remembering linguistic rules, in understanding
why some sounds may present a challenge to Spanish speakers, and in
seeing the connection between the spoken and the written forms of
words, among other instances. Metalanguage is not used at all since for
the majority of kids, it would be a further concept to learn. In every unit,
under the heading “Language Awareness”, teachers are presented with
areas of linguistic reflection, both inter and intra language, which will
help young learners become aware of how English works. In many cases,
as they compare and contrast English and Spanish, they will gain a better
understanding of how Spanish works as well. There are also teaching notes
in green boxes which focus either on difficulties young learners may have
– for instance, the tendency of Spanish speaking kids to understand the
word brothers meaning brothers and sisters, or the fact that young learners
may not understand what we mean by a full sentence, – or on aspects to
consider, e.g. asking at school if all kids have a mother and a father.
The following is a synthesis of how the practices of language – listening,
reading, speaking and writing – are approached in the Storyline series, in
keeping with the NAP-LE.
10
A02_STL_TB_01ARG_3973_INTR.indd 10
Listening
As stated before, the text is the natural unit of language. However,
it should not be understood that a text means at least two or three
sentences. Instructions such as Listen are examples of texts: there is a
message to convey, there is an intended interlocutor, there is a purpose
to the text, and it has a name. In this case, the message is clear, the
intended interlocutor is the kids in the classroom, the purpose is to draw
kids’ attention since the teacher, most probably, has something to say to
them, and the text has a name: it is an instruction.
We stress the importance of kids understanding what they have to do
before they start any listening activity. They can read the instructions,
use the icons to support their understanding and also pay attention to
the teacher’s gesture. There is always a first listening task that aims at
global understanding, usually to check the kids’ hypotheses on the text
they are going to listen to. These hypotheses are based on predictions
from illustrations, from titles or other elements and help kids activate
their schemata as to the topic. It is not important if their hypotheses were
right or wrong. Even if they were not close to the topic of the text, the fact
that kids realize this is evidence that they have understood the text. This
first global listening also has the purpose of showing learners that they
may understand the text even if they do not know all the words. By the
same token, they may know all the words and yet, not understand a text,
usually because kids could not activate their schemata.
Kids are exposed to a variety of text types, either read by the teacher
or recorded by kids and adults, including poetry, songs, stories,
guessing games, among others. All these activities are accompanied
by illustrations that help kids understand the text. When they listen,
activities are proposed for kids to identify the communicative situation,
the interlocutors and the possible topic of conversation. Depending on
the task, kids are also helped to become aware of the type of listening
they should tune in to: global or for specific information. As part of
the reflection, they will focus on paraverbal features of the text such
as intonation and volume, as well as on some characteristics of oral
texts, e.g. formal and informal features or intonation in questions and
exclamations.
Reading
In some way, reading is a mirror of listening since they are both based
on a text, oral in the case of listening and written in the case of reading.
In the same way that kids can find clues in paraverbal features when
listening to a person, when reading, they can find clues in the paratext –
titles, illustrations, graphs, and the layout, among others. These clues will
help readers understand the text. Moreover, they will be the source of
the predictions kids will come up with before they read the words in the
text. As kids read, these clues, together with other linguistic discursive
elements, will help learners construct more accurate meanings, which will
prove a positive motivating activity that will contribute to learning.
Through the variety of text types kids are exposed to they will get to
know other worlds, other realities, and reflect on their own. In the earlier
stages, the use of illustrations and other types of visual support will be
necessary. As kids progress in their learning process and gain autonomy,
there will be less visual support since kids can resort to linguistic
discursive clues in the text. Apart from learning about other worlds, they
will also approach texts to find information and carry out different tasks.
Speaking
In the early stages, speaking will be approached as part of an interaction
between different participants, usually the kids and the teacher, as a more
able peer who will lead the conversation and, little by little, will invite
learners to join in and gain autonomy.
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 In Storyline, teachers are presented with ideas for classroom interaction
with kids, e.g. greetings, talking about feelings and asking for permission,
among others. These interactions are carefully structured so that
learners should be given the scaffolding they need. Kids are also invited
to participate in rhymes, songs, tongue twisters, and other text types
of the sort. As they become more confident language learners, they
will participate in dialogues, dramatizations and will even produce
spontaneous utterances which will, most probably, be imitations of
what the Storyline characters say in the stories, or something the teacher
frequently says. Some kids will make use of linguistic discursive elements
they have learnt and will combine them to create meanings. Though
these utterances may not be grammatically accurate, they provide
excellent instances for teachers to see where kids are in their learning
process and what hypotheses are at stake. It is better not to correct
kids but to offer the correct version as natural feedback in the course of
conversation, e.g. St: You like hamburgers? T: Yes, do you like hamburgers?,
or St: Is a TV in my bedroom. T: Oh, there’s a TV in your bedroom. Is it small?
In Storyline, there is heavy emphasis on language and meaningfulness
and therefore, every speaking instance is presented as part of an
interaction in which there is one or more messages to convey,
participants who either construct the message or are the intended
recipients of the message, in a clear, communicative context. It is these
contexts that teachers will refer to when they work on language and help
kids become aware of how language works. As stated before, grammar,
structures and vocabulary are tackled as linguistic discursive elements
that help construct meanings.
Writing
In Storyline, there are activities to be solved in writing and writing
activities. In these last ones, there is a message to be conveyed and a set
audience for our message. There is also a clear and meaningful intention
to write. All these elements are present in any writing situation outside
school.
Kids are invited to write short, simple texts such as notices, captions,
picture dictionaries, among other examples. In order to do this, kids need
to be exposed to several samples which they can use as models. Kids are
asked to reflect, guided by the teacher, on the characteristics as well as
the purposes of the texts. In some cases, as a first approach, the teacher
can decide to have kids dictate the text to himself/herself who will write it
on the board and reflect in a loud voice on what he/she is asked to write,
modelling the type of reflection a writer, and later kids, will be involved in.
learner in a cognitively active role since it is the learner who will become
aware.
Learners should be asked to reflect at two levels: intra and inter language.
Intralanguage reflection refers to comparisons and contrasts considering
examples or cases in English. For instance, the similarity that exists
between I don’t like and I don’t have, or the fact that there are three
pronouns for the third person singular – he, she, it – while only one for
the plural – they. Interlanguage reflection, on the other hand, is related
to those instances in which comparisons and contrasts are established
between two – or more – languages. We know that kids’ mother tongue
may not be Spanish for some, but since it is the language of instruction at
school, comparisons in Storyline are related to English and Spanish. If kids
should speak or know any other language, this interlanguage reflection
would apply as well. The idea behind this is not to ask kids or teachers
to translate but rather, to use Spanish as a source for kids to learn and
understand how English – and even Spanish – works. When there are
regularities and similarities, e.g. the s for plural nouns, learning is made
easier and faster by making reference to what kids already know, e.g.
how to form the plural in Spanish. Phonologically speaking, the same rule
applies in both languages, though -es is pronounced differently. In the
case of differences, focusing on them makes learners bear in mind what
they have to pay attention to, as in the tendency for Spanish speakers to
add a /ə/ sound before words starting with an /s/ sound followed by a
consonant, e.g. school, or to place the adjective after the noun.
Though they are detailed at the beginning of each unit, the following
is a summary of the points kids will be reflecting upon. The list is not
exhaustive at all as there are plenty of opportunities for teachers to go
beyond what is proposed.
Intra language:
›› Print sound relationship
›› Intonation, in particular in yes/no and wh- questions
›› Adjective before the noun
›› Some English vowels: /ᴅ/, /ӕ/, /ʊ/, /α:/, /i/, /i:/, /o:/, /ɜ:/
›› Some English diphthongs: /əu/, /iə/
›› Final /ŋ/ sound
›› Short answers
›› is, are, am
›› a/an
›› gender agreement
›› ‘s genitive

A good instance of writing is the creation of a new text changing Inter language:
some of its elements, e.g. characters or their description, the setting,
what characters do, among other examples. This can be done with the ›› Intonation in questions
teacher’s help first. Following Vygotsky’s Zone of Proximal Development, ›› Quality of the following sounds: /p/, /k/, /t/, /d/, /b/, /r/
we should remember that what kids can do today with the help of a more ›› Plural formation
able peer – the teacher in this case – they will be able to do on their own ›› The pronoun it
tomorrow. ›› Presence of the subject
›› Structure to speak about age
Whatever texts are created by the kids, it is very important to socialize ›› Gender agreement
these productions, both inside and outside the classroom. The following ›› Adjectives and number (plural)
are ideas for this: school noticeboards, the school or the group’s blog, a ›› Constructions to denote possession
‘travelling folder’, among others. ›› The use of capital letters
Finally, it is essential for kids to see the relationship that exists between Kids are presented with a variety of activities or exercises both in the main
reading and writing, which will favour the development of writing. section and in the workbook section of their books. None of the activities
can be solved unless learners understand. All these activities provide
Language awareness a source to revise and integrate language, and for learners to reflect at
As stated before, language as a system is not the starting point. There different levels: language, strategies, text characteristics, among others.
is also an important distinction to be made between explanations and
awareness. An explanation is something a teacher provides, which only
requires learners to listen. Awareness, on the other hand, places the

Introduction >> 11

A02_STL_TB_01ARG_3973_INTR.indd 11 22/4/15 8:55

 Intercultural awareness
As to intercultural reflection, opportunities stem from the context, from
the situations and illustrations. It is the teacher’s choice to decide which
aspects of intercultural awareness he/she will focus on. In Storyline 1,
intercultural awareness revolves around the concepts of politeness,
diversity and differences. The purpose behind these choices is twofold:
for young learners to become acquainted with other realities, with
other ways to organize the world around them, and to become aware
of their own reality and to value it. This will help them develop a sense
of belonging in the different cultures they are immersed in. Ideas are
presented below that can be starting points to work on these concepts.
In the Hello Unit, teachers can focus on greetings and forms to address
adults and kids in both English and Spanish at school. This is a good
opportunity to invite kids to tell the rest about other languages they may
know or speak at home and their greeting customs, or to help everybody
become aware of the different varieties of Spanish spoken by the
different members of the group, including the teacher and other teachers
at school. This will give teachers the opportunity to raise kids’ awareness
that there are several varieties of Spanish in our country, that no variety is
better than the rest and that there is no such thing as ‘we don’t speak well
because we speak a different variety.’ If you did this when using Storyline
A or B with the same group of kids, you can conduct this discussion
as a reminder, or to challenge kids to see how much they remember
about other ways of greeting, for instance. This unit can also be used to
introduce the topic of diversity, disabilities and society’s attitudes towards
them. Most kids will say that Tommy has a disability – he’s in a wheelchair,
though Emma has one herself: she wears glasses.
Unit 1 presents the characters in action. Though of different ethnic
backgrounds, the kids enjoy playing together and are ready to welcome a
new friend, Plucky the plesiosaurus, once they are able to overcome their
natural apprehension at the unknown, and to realize how much they
have in common. The same applies to Plucky and his fear of the kids’ small
dog, which to him, paradoxically, is a monster. Being afraid is nothing to
be ashamed of. Moreover, by the end of the unit, he will have outgrown
it by being made to feel comfortable with the dog with his friends’ help.
Other topics under discussion are respecting other kids’ private property,
caring for the well-being of others and learning to share: three life skills
which make communal living easier.
Unit 2 reinforces the importance of a respectful and caring attitude
towards new-comers as well as towards those with special needs like
Emma, who needs to wear glasses, or Tommy, who needs to use a
wheelchair. The same applies to greeting and treating classmates’ parents
and siblings with proper respect as kids are extremely sensitive to
teasing. As to the gender stereotypes which appear in the unit, mainly for
the sake of convenience, like Annie’s mum wearing a skirt and Plucky’s a
necklace, it may be useful to highlight the fact that clothing and jewelry
or decorative items are not gender specific.
Unit 3 focuses on the impact of highly engaging technologies on kids’
daily lives. Just as they allow the characters in the story to communicate
with relatives and friends at unthinkable speed, and learn about the
world at large, likewise, their overuse may keep kids from spending time
with the family, or helping with household chores as in Tommy’s case, or
may confuse them regarding when and where to use them as in Plucky’s
case in the classroom. Another interesting topic to deal with is how signs
of affection vary in different cultures, which, of course, does not entail
people being more or less affectionate. Lastly, learning about myths,
legends and tales from around the world, as those of Nahuelito and the
Loch Ness monster, is a good way of triggering the kids’ imagination and
exposing them to the richness of their own cultures and that of others.
12
A02_STL_TB_01ARG_3973_INTR.indd 12
Unit 4 also deals with technology, with kids as true digital natives as in
Tommy’s case, and how their expertise astounds the older generation,
the digital immigrants, such as Plucky’s grandma. Another topic worth
mentioning is the importance of strong family ties for a child’s well-being.
Plucky misses his grandma who lives a long way away; however, thanks
to technology, he can keep in touch with her and strengthen his bond
with her. In this unit Tommy’s bedroom is shown, which provides a good
opportunity to discuss the topic of disabilities and how different cultures
approach and deal with it.
Unit 5 presents kids with the natural phenomenon of snow, which may be
new to those living in temperate areas. It also introduces them to winter
sports and winter activities like making a snowman, and to how our
natural environment conditions our life-style to a great degree. Another
feature worth discussing is the fact that kids may not only learn from
adults but from other kids, as does Plucky with his snowboard thanks to
Emma’s lessons. Finally, with the upsurge of vegetarianism, an interesting
question to pose to the class is whether they consider it right or wrong to
kill animals for sport, as in the case of the fisherman at the opening scene
of the unit.
In Unit 6 intercultural awareness can be raised by discussing the types of
games played by different families and different communities as well as
which are their favourite toys. Regarding the latter, an interesting topic
would be to discuss to what extent certain toys are just for boys or just
for girls. Another issue which is also culture-bound is which animals are
considered exotic and which are pets for each community.
In Unit 7 going on a picnic provides kids with the opportunity to acquire
environmental education such as the importance of putting out a fire, or
not feeding wild animals, as well as to have lots of fun by getting to know
adults and other kids outside the school or home environment. This is
why Annie’s father strives to integrate Tommy in the outing by taking him
on horseback, an attitude of his which will benefit the whole group and
which shows kids how we can all contribute to make our world a better
place. The topic of food also presents us with opportunities to discuss
intercultural issues, not only from the point of view of what we like and
are used to eating but also showing the connection there exists between
typical foods and what grows in the area. By way of example, there are
many typical dishes which include corn – a crop grown in many parts of
Argentina.
Unit 8 focuses on three learning experiences. Firstly, that of inviting
friends’ home or being invited to their place, an experience that broadens
kids’ intercultural awareness by showing them other lifestyles and their
inherent richness. Secondly, that of cooperating in the organization of
a party or celebration, as is the end-of-the-year one, and thirdly, that of
experiencing a sense of achievement at the progress made during the
school year with the support of teachers and parents. It is important
to help kids realize that the notion of achievement, success and failure
is culture related. For instance, for some kids sleeping without a light
on may be an achievement, while for others, this may be part of their
routine. While a sense of achievement is universal, what different cultures
consider an achievement may differ.
22/4/15 8:55
 THE TEACHER TRAINING VIDEO How to go about the video

Reflections on Classroom Stories
This video, the second one in the series, has been created with the aim
of showing how the principles that underlie the series can be put into
practice in the classroom.
The video does not follow any order in particular. Teachers are invited to
watch segments in any order, depending on their interests and needs. The
Opening and the Rounding up sections provide an opportunity for teachers
to understand the principles and reflect upon them. The Classroom
sequences provide an opportunity to see it all in action.

What can you find in the video? Note that the video has been uploaded to our website in a way that allows
you to choose to see either a whole module from beginning to end or the
In this video the authors develop key aspects related to the teaching of individual segments that you are interested in.
English to kids.
Each module is divided into three sections: For ease of use, this video offers the option of using subtitles either in
›› Opening to the topic by the authors. English or in Spanish.
›› Classroom sequences - extracts from real classes where each teaching Finally, we would like to stress that this video does not constitute a set
aspect can be seen at work. In these extracts, Ss interact naturally with of do’s and don’ts. Quite the opposite, following these same principles of
their teachers in their regular classrooms. meaningfulness, our objective has been to show one possible way in which
›› Rounding up - reflections on what happened during the lessons and why teachers can approach the challenging activity of helping Ss learn.
different things may have happened.
Just go to www.pearsonelt.com.ar/storyline and enjoy!

Encuentros Escuela Hogar

The Luz, Cámara, Acción section offers suggestions of films which are
thematically related to the stories in the units, for parents and care-givers to
share with their kids.
At the back of this Teacher’s Companion you’ll find this photocopiable guide Lastly, the lyrics of the songs have been included in case parents want to
which aims at helping parents and care-givers accompany their kids in the sing them with their kids, with or without the help of the audio.
wonderful experience of learning English, whether they know the language
To sum up, the guide aims at bridging the gap between the school and the
or not.
students’ families. It provides parents with a window into their kids’ English
The guide can also be downloaded from www.pearsonelt.com.ar/storyline. class and gives kids the chance to share their learning experience with their
For each unit in the Pupil’s Book there is a page in Spanish which is divided families.
into four sections. NOTE: You can either send parents a photocopy of the corresponding unit
Section one contains the story within each unit, or the story behind the or direct them to the following site www.pearsonelt.com.ar/storyline, where
story. Parents will thus be able to follow their kids’ retellings or construct the they will find the complete guide.
stories together with them. Moreover, parents are invited to establish links
between what happens to the characters in the book and what happens
How to go about parent involvement
to their own kids as a means to tackle issues such as problem-solving, the
need for sharing things with others, etc. You can reinforce and strengthen this connection between home and
Section two connects the story to life outside school. There are plenty of school by sending parents a letter at the beginning of the year informing
opportunities to develop social awareness and values in Storyline. Parents them about what their kids will need for their English class and how their
can use them for their kids to see the relationship between what goes on in support will enhance their kids’ learning.
the English class and everyday life. It is easier for parents to help their kids when parent-teacher
Section three tells parents what their kids are learning at school. Parents are communication is direct and regular. Below you will find examples of letters
given tips on how to help their kids remember what is being taught and use you can send to parents throughout the year.
it in game-like activities at home.
Estima
da
Estimada familia: Q uiero c familia:
Mi nombre es …… y soy el/ la profesor(a) de inglés. Vamos a tener está tr ontarles que
ab …
clases los días …… . Para estos días, los chicos tienen que tener en sus e n clase ajando muy …
, p o n ien b ien
mochilas: el libro Storyline 1, un cuaderno de 24 hojas, lápiz negro, empeño
y energ do mucho
goma de borrar, goma de pegar y lápices de colores. a p r ende ía en
clase p r/ se destaca
Para establecer una comunicación fluida, (todos los viernes/ or …… . en
¡Felicit
cada dos semanas) voy a mandar una notita en el Cuaderno de acione
Comunicaciones. s !
[firma
Los chicos van a tener tarea los días ……, la cual va a estar explicada del doc milia:
los ayuden para asegurar se de ente] Estimada fa anden el siguiente
en el cuaderno de Inglés. Les pido que qu e m
Necesito que lo
que tengan su material listo la clase siguiente. er ia l pa ra el día …… ya
mat cl as e.
El libro de los chicos incluye las canciones que vamos a cantar en izar en
vamos a util …………………..
clase en MP3. A lo largo del año les iré enviando sugerencias de … … …………………… ……………..
actividades sencillas que forman parte de Encuentros Escuela + Hogar, ……………………… s.
………
en español que les permitirá acercarse al aprendiz aje de sus ac ia
una guía Muchas gr
hijos y acompañarlos en este recorrido. Espero que las disfruten.
En caso de que necesiten comunicarse conmigo, pueden acercarse al
colegio los días …… , en el siguiente horario: …… . cente]
[firma del do

Un saludo cariñoso, [firma del docente] Introduction >> 13

A02_STL_TB_01ARG_3973_INTR.indd 13 22/4/15 8:55

 14
Planificación anual
PRÁCTICAS DE COMPRENSIÓN Y PRODUCCIÓN APRENDER REFLEXIÓN
UNIDAD INTERACCIÓN REVISIÓN E VALORES
VOCABULARIO GRAMÁTICA RECONOCIMIENTO A APRENDER LINGÜÍSTICA
ORAL INTEGRACIÓN

A02_STL_TB_01ARG_3973_INTR.indd 14
Nombres de los Yes, it is. No, it isn’t. Saludos. Días de la semana. Números del 1 al Identificar las La identidad. La diversidad. Sonidos diferentes en
Hello personajes. Útiles I’m… Presentarse y Órdenes típicas en 10 con objetos consignas y los íconos El cuidado de los útiles inglés y en castellano.
escolares. Saludos. (It’s) a book. preguntar el el contexto áulico. áulicos. como fuente de escolares y de los materiales. Las formas plurales.
Números 1-10. Plurals: two books. nombre. Sentimientos y información. Controlar El respeto por nombres La relación entre la forma
1 Actividades de Respuestas a: estados de ánimo. que se tenga al ajenos a la cultura propia. de escritura en castellano
reconocimiento What’s your Condiciones material adecuado. Seguimiento de consignas y en inglés.
basadas en la escucha. name? climáticas. Buscar similitudes y órdenes. Actitud de El orden de los
Actividades de Who’s this? entre el inglés y aprendizaje frente al modificadores en la frase
producción guiada. Is this…? el castellano en la juego: saber ganar y nominal.
What’s this? lectura de palabras. perder. La colaboración y
How many…? Resolver problemas. la cooperación. La cortesía
Poder recordar y buena educación. El
secuencias. compartir.
Miembros de la familia. He/ She La edad Revisión e Ordenes típicas en Generar juegos en El respeto por tiempos Formas plurales. La
2 Colores. Palabras de uso I have/ I don’t have I’m (eight). integración de lo el contexto áulico. grupos. Usar gestos y diferentes. Valoración de relación entre la palabra
diario en el contexto Respuestas a: conocido. Números. lenguaje corporal para la familia. Familias típicas escrita y la oralidad. La
escolar. Who’s this? Colores. recordar sentidos. y no típicas. Familias relación entre la forma
Actividades de What colour…? Objetos áulicos. Reconocer pistas en monoparentales. Respeto de escritura en castellano
reconocimiento las oraciones para por familias diferentes. y en inglés.
basadas en la escucha. I’m/ I’m not. identificar el sentido. Respeto por gustos Diferencias entre I’m y I
Actividades de I have/ I don’t have. diferentes. Actitud de have.
producción guiada. aprendizaje frente al error El orden de los
Actividades de propio y ajeno. El valor de modificadores en la frase
integración. la escuela. Aceptación de la nominal.
diversidad. Relación entre he, she, it.
Acciones. Números 11 El presente Revisión e Revisión e El presente Identificar pistas en El juego ordenado. Las La relación entre la
3 a 20. continuo del modo integración: Let´s… integración de lo continuo. la escucha. Buscar reglas del juego. Las palabra escrita y la
Actividades de indicativo (primera conocido. Miembros de la similitudes entre el reglas en la escuela. La oralidad. La relación
reconocimiento y tercera persona Sentimientos: sad, familia. inglés y el castellano. ayuda y la cooperación. La entre la forma de
basadas en la escucha. del singular). angry. Órdenes. Reconocer las pistas comunicación. escritura en castellano y
Actividades de Respuestas a: Condiciones Palabras de en los dibujos La tecnología y lo que nos en inglés.
producción guiada. Are you (playing)? climáticas: cold, hot. uso diario en el para encontrar permite. La escritura en inglés.
Actividades de Is he/ she contexto escolar. información. El uso de pronombres.
integración. (drawing)?
Adjetivos descriptivos. They’re… Revision e Revisión e Adjetivos. Objetos Identificar pistas para Respeto por características Formas plurales.
4 Números del 21 al 59. integración. integración de lo áulicos. Colores. reconocer palabras. físicas. Aceptación de la El uso del plural y los
Actividades de Respuestas a: conocido. Familia. Acciones. Buscar similitudes diferencia. El valor del juego adjetivos. La relación
reconocimiento a Are they…? El presente entre el inglés y el cooperativo. El valor de la entre la palabra escrita
partir de la escucha. How old…? continuo. La edad. castellano y entre comunicación. El uso de la y la oralidad. La relación
Actividades de palabras en inglés. tecnología. entre la forma de
producción guiada. escritura en castellano y
Actividades de en inglés.
integración. La escritura en inglés.

22/4/15 8:55
 PRÁCTICAS DE COMPRENSIÓN Y PRODUCCIÓN APRENDER REFLEXIÓN
UNIDAD INTERACCIÓN REVISIÓN E VALORES
VOCABULARIO GRAMÁTICA RECONOCIMIENTO A APRENDER LINGÜÍSTICA
ORAL INTEGRACIÓN
Las partes de la cara. his, her, my What fun! Revisión e El presente Buscar similitudes La comida. Respeto La relación entre la
5 Colores. Frutas y comida. a / an Revisión e integración de lo continuo. entre el inglés y el por gustos diferentes. palabra escrita y la
Actividades de integración: Let’s… conocido. Have/ don’t have castellano y entre La colaboración y la oralidad. La relación

A02_STL_TB_01ARG_3973_INTR.indd 15
reconocimiento a partir Respuestas a: Sentimientos: This is… palabras en inglés. cooperación. Compartir. entre la forma de
de la escucha. Are you…? exhausted, tired. My/ his/ her con Buscar pistas para El juego. Respeto por las escritura en castellano y
Actividades de Is he/ she…? Condiciones partes de la cara identificar palabras. características físicas. en inglés.
producción guiada. climáticas: snowing, y miembros de la Identificar una parte La escritura en inglés.
Actividades de windy. familia. de un todo. El uso de los adjetivos
integración. Respuestas a: posesivos.
What’s his/ her El género.
name?
Mascotas y animales They have/ don’t It’s fun! Revisión e Have/ don’t have. Identificar y reconocer El error. Actitudes positivas Diferencias fonológicas
6 salvajes. have. integración de lo Possessive case. formas de ordenar la frente al error. Actitudes entre el inglés y el
Los juguetes. Possessive case. conocido. Adjetivos. Colores. información. Visualizar positivas frente al español.
Actividades de La familia. objetos para recordar conocimiento. Comparación entre
reconocimiento a secuencias. La generación del juego formas de indicar
partir de la escucha. cooperativo. El cuidado de posesión en español y
Actividades de los animales. en inglés. Diferencias
producción guiada. en significado en la
Actividades de estructura ’s
integración.
Comidas y bebidas. I like/ don’t like. Pedir bebidas Revisión e Comida y números. Visualizar objetos para La comida y la salud. Diferencias fonológicas
7 Actividades de o comida: A integración de lo Animales. recordar secuencias. Comida saludable. entre el español y el
producción guiada. Respuestas a: sandwich, please. conocido. Adjetivos. Interpretación de Compartir. Respeto por inglés.
Actividades de Do you like…? Sentimientos: Like/ don’t like y tablas. gustos. La colaboración y la Similitud entre I don’t
integración. nervous. have/ don’t have. cooperación. have y I don’t like.
Condiciones
climáticas: warm.
La casa y partes de la Revisión e Revisión e Revisión e Have/ don’t have. Reflexión sobre lo La vivienda. Respeto por Revisión e integración.
8 casa. integración. integración. integración de lo Like/ don’t like. aprendido. Identificar diferentes tipos de vivienda.
La comida. conocido. I’m/ he ‘s/ she’s. formas similares. La noción de hogar.
Actividades de El presente Identificar pistas para
producción guiada. continuo. identificar palabras y
Actividades de Possessive case. oraciones.
integración. My/ his/ her.
Adjetivos. Colores.
Acciones. Partes
de la cara. Objetos.
Comidas y bebidas.
La familia.

Contenidos transversales: Reflexión/ Toma de conciencia:

Hábitos de orden. Lingüística: ver planificación.

Planificación
El cuidado de los materiales. Cognitiva: autoevaluación, control del tiempo, identificación de los materiales que se necesitan, identificación de pistas que ayudan a resolver problemas.

>>
Las reglas y las consignas. Social: el trabajo en grupos, las reglas de convivencia, las reglas en la escuela y en el hogar, el valor de la comunicación.

15
El respeto. Intercultural: reglas de cortesía, la diversidad, la diferencia.

22/4/15 8:55
 Hello!
Getting started
As this is the first lesson, start by greeting the
Ss. Say Hello to them while you wave your hand
showing you’re greeting them. Invite Ss to greet
you back.
3
BUILDING CONFIDENCE
2
Act out. Tell Ss in Spanish they’ll
be greeting you imitating different
characters, e.g. a princess, a monster, a
lion, a dog, a cat. You can also tell them
to impersonate you while greeting their
mates, e.g. Hello, Fede.

Introduction of I’m…
› Introduce yourself. Tell Ss your name, e.g. I’m
Carolina. If you prefer, you can use Miss, Mrs
or Mr and your surname, e.g. Mrs Aquino.
› Then, invite Ss to say their names. You can
look at one and say I’m Laura, and you? Use 4
1 6
body language and gesture to signal what
you want the student to say. If the student
only answers his or her name, say your name
again stressing I’m… for everybody to see
how to begin. Do this with all the Ss.
› Check Ss pronounce the final /m/ in I’m…
› Ss can choose a well-known character, e.g.
Spiderman, Barbie, and introduce themselves
impersonating that character. The rest may
agree as to whether the impersonation was
successful or not.

In English, Miss, Mr or Mrs aren’t

used with one’s first name as BUILDING CONFIDENCE

they are in Spanish. Ss call their 1 Guess... Draw something representative of each character, e.g. glasses for Emma, piggy tails
for Annie. Ss have to identify the character.
teachers either by the surname
-Mr Kent- or by their first name, 2 Little artists. Tell Ss to choose one character. Make sure there’s variety. Make them draw the
character they’ve chosen, a salient feature or just write the name. As you name the character,
e.g. Roger. However, Argentina has those who have the character’s drawing or name have to stand up showing their card.
a tradition of using Miss, Mr or Mrs
with the teacher’s first name to
show affection.
1 Listen and point
› Ask Ss to open their books at page 6. Show them what to do and write number 6 on the bb. This
Introduction of the characters way, you do not need to resort to Spanish.
› Ask Ss to look at the icons and tell you what they have to do.
› Stick the character flashcards wide apart on
› You may start by working with three characters at the beginning and add more afterwards.
the board: Emma, Eric, Annie, Tommy, Robby
› If you think Ss are ready, you can let them say the names.
and Plucky.
› Tell Ss you’ll name one of the characters and
they’ll have to point to it.

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 MP3 TRACK 3
Emma: Hello! I’m Emma.
Tommy: Hi! I’m Tommy.
Eric: Hi! I’m Eric.
Annie: Hello! I’m Annie.
Plucky: Hello! I’m Plucky!
Robby: Woof! Woof!

Introduction of Yes and No

› Approach one of the Ss and say a name,
e.g. Flor. Look at the rest and say Yes or No?
Nod and shake your head to make sure Ss
understand what you mean.
› Do the same with other children.

BUILDING CONFIDENCE

1 Yes or No? Ss have to say Yes when you

nod your head and No when you shake
it. Do this several times in a game-like
manner.

2 Lip reading. Tell Ss you’ll have a go

at lip reading. They should introduce
themselves without producing any
sound, just mouthing the sentence
I’m… You say the student’s name and
they tell you Yes or No. This is a good
way to learn the entire Ss’ names.

Hello song
› Tell Ss you’re going to sing a new song when
the class starts. Play or sing the Hello song
5 and ask Ss to listen.
› Play or sing it again and invite Ss to sing
along. You can play line by line so that Ss
repeat after each. Do not force them to sing if
they are not ready yet.

MP3 TRACK 2 SO
N GS

MP3 TRACK 2
Emma: Hello! I’m Emma.
Tommy: Hi! I’m Tommy. Rubber, pencil, book and glue
Eric: Hi! I’m Eric. Hello, children, how are you?
Annie: Hello! I’m Annie. Let’s sing, let’s play! Let’s have fun!
Plucky: Hello! I’m Plucky! Here’s my chair and here’s my book.
Robby: Woof! Woof! We’re ready to learn!

Introduction of What’s your

name?
2 Listen and number
› Call one of the Ss by a name that’s not his/
› Ask Ss what they have to do. Show them where to write the number. Check they understand that hers. Then ask him/ her What’s your name?
number 1 is the first character you name, number 2 the second, etc. He/ She should give the correct answer. Do
› You can check by sticking the character flashcards on the bb and writing the numbers in the order not expect or ask for a complete answer
in which you named the characters. (I’m x). The name alone is more frequent in
conversation. Do the same with another
student. Then ask more Ss.

Hello! >> 17

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 Introduction of school objects
› Draw two big boxes on the bb. One is Yes the
other one is No. Tell Ss you’ve been buying
some things for school and they need to tell
you if your purchase was OK. You need these
flashcards: book, copybook, pen, pencil,
rubber and robot.
› Show the book and tell Ss A book. Is it OK?
Yes or No? Do the same with the rest of
the objects. At the end, make a summary
telling Ss So this is OK: a book, a rubber, a
copybook, a pen and a pencil. 3
1

3 a) Listen and number

4
2 5

› Ask Ss to tell you what to do. Tell them they

have to listen and write a number.
› Tell them what they’re expected to do and
not to do while listening.
› Check on the bb with the flashcards.
1 5 4
MP3 TRACK 4
3 2
Number 1: pen Number 4: rubber
Number 2: book Number 5: copybook
Number 3: pencil

BUILDING CONFIDENCE

1 What’s in the box? You need a box

(a shoe box is perfect for this). Place
a school object inside, shake the box
so that Ss can hear the sound and tell
them, e.g. A pencil, yes or no? Once Ss
say Yes or No, open the box and show
them what’s inside.
2 Show me! Ss need their own school
objects. As you name different objects,
they have to put them up and let etc). Tell them to close their eyes and put x number in a box. Shake it and ask Ss as you point to
everybody see them. each number. One? Two? Three? Four? Five? Instruct them to say Yes! when they think you have
named the number of objects in the box. Open the box and count the number of objects inside.

b) Read and write the number BUILDING CONFIDENCE

Show me your hands! Tell Ss you’ll say a number, and they’ll have to show you that number.

› Show Ss the book flashcard and ask them

What’s this? If they don’t answer, give them
options, e.g. A book or a copybook?
Some Ss are faster than others and tend to give all the answers, which may frustrate
› Tell them to look at the written words and to the rest. Give everybody time to think before you ask for an answer.
spot the word for book. If necessary, focus
their attention on the initial sound and letter.
› Do the same with the other words. Give Ss
time to do the exercise on their own. Tell 4 Listen and point. Then, match
them the numbers are the ones in Ex 3a.
Check the answers on the bb. › Ask Ss to tell you what they have to do. Remind them of the rules for listening.
› You can start by saying numbers in isolation, then sequences.
› Give everybody time to do the activity. Check the answers on the bb.
Introduction of numbers 1 to 5
› Write numbers 1 to 5 on the bb. Show Ss MP3 TRACK 5
five elements, e.g. (bottle tops, rubbers, four… two… one… three… five… two… one… four… three… five…
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 6 Listen and circle
› Ask Ss to tell you what they have to do.
› Play the recording. Check on the bb.

MP3 TRACK 7
two… one… four… ten… three… six…
eight… nine… five…

BUILDING CONFIDENCE

Memory game. Tell Ss to concentrate on

the first column in Ex 6 and memorise the
sequences. Once they close their books,
tell them, e.g. Sequence 1 for them to
say the two numbers in the sequence, i.e.
one, two. You can then add the second
column and finally the third one.

Introduction of days of the week

› Make Ss focus on the calendar page and ask
them what it is. Ask them in Spanish which is
the English name for Domingo so that they
can identify all the days.

7 Read and complete

› Ask Ss to tell you what they have to do. Ask
them what they have to complete (the days
when they have English).
› Give them time to do the activity and check.

BUILDING CONFIDENCE

School subjects. Tell Ss you’ll name

different subjects they have at school
and then have to tell you when they have
BUILDING CONFIDENCE them, e.g. Music, Monday and Friday.

Memory test. Ask Ss to look at the drawings and numbers in Ex 3b and then to close their
books. Tell them you’ll name a school object and they’ll have to say which number it has. You End of the lesson
can also say the number for Ss to name the school object.
› Tell Ss it’s the end of the lesson. Tell them
you’re going to say Goodbye.
Introduction of numbers 6 to 10
› Write number 6 on the bb. Tell Ss you’ll clap your hands and they’ll have to answer your question. Goodbye song
Point to 6 and clap your hands six times. Ask Ss Six? Do the same with numbers 7 to 10.
› Tell Ss that you are going to say Goodbye
with a song in every class. Play or sing the
Goodbye song and ask Ss if they can identify
5 Listen and point. Then, match any words. Play or sing it again and invite Ss
to sing along.
› Ask Ss to tell you what they have to do.
› You can start by saying numbers in isolation, then sequences. SO
N GS

› Ask Ss which numbers they think they can identify. Give them time to do the activity and check. MP3 TRACK 3
Bye-bye to our teacher
MP3 TRACK 6 Bye-bye to our friends
Let’s put everything away
six… eight… ten… seven… nine… ten… seven… eight… six… nine…
Nice to see you all today!

Hello! >> 19

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 1
VOCABULARY
Names of characters: Plucky, Eric, Emma, Annie,
Tommy, Robby
School objects: pencil case, school bag, glue,
copybook, pencil, book, rubber
Numbers: 1 to 10

GRAMMAR
I’m…
Yes, it is. No, it isn’t.
(It’s) a book.
Plurals: books

ANSWERS TO
What’s your name?
Who’s this?
Is this…?
What’s this?
How many…?
RECOGNITION
Classroom language
Feelings: happy, tired, OK
Weather conditions: sunny, cloudy, rainy
Days of the week
ORAL INTERACTION
Hello! Hi! Help!
Goodbye!
I’m + name
What’s your name?
LANGUAGE AWARENESS
Phonological differences between English and Spanish
(final consonants different from Spanish, e.g. /m/ in I’m
+ name, /k/ in book and copybook, the quality of initial
/p/ as in Plucky, pencil, the quality of the /h/ sound in
hello, the quality of the /b/ sound in book, rubber, no
aspiration of initial /s/ as in school bag.)
Adjective before the noun (a green pencil case)
Beginning of print/ sound relationship
Plural forms

fifty monsters in lakes worldwide, including Nessie in Scotland and Nahuelito in Argentina. Ss may
See Introduction for suggestions
wish to do research on the net on the subject.
on how to tackle activities and develop
b. Tell Ss some anecdote about your having made friends with neighbours/ with people from
cognitive, social and intercultural
other provinces/ countries or about meeting new friends. You can also tell them about some
awareness in children.
extraordinary person you’ve met, including details as to how surprised you were. See the
Introduction and the DVD for ideas on how to lead in to a story.

Getting started Remember that the lead-in stage can be conducted in Spanish since the aim is to
Start the lesson with the routine suggested in pave the way to the story.
the Introduction.

1 Look and listen
Possible lead-ins (you may choose):
a. Ask Ss whether they have heard about any
story of a monster/ big serpent/ plesiosaur
that is said to live at the bottom of a lake.
There are legends of about two hundred and
› Tell Ss to focus on the first panel in the comic strip. Ask them whether the place is similar or
different from where they live and what part of our/ their country they can relate it to. Tell them if
you were ever afraid of a dog when you were a child and how you got over the fear.
› Elicit from Ss what the characters may be talking about, if they know each other or not.
› Play the recording or play the role of the characters using the character flashcards and
dramatising the situation. Ask Ss to read.
› After playing the recording ask Ss if their predictions were right. You may ask them how they
would feel in that situation and what the characters may do.
› Tell Ss you’re going to play the recording again. This time, they have to focus on the characters’

20

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 Emma. on the bb. Elicit from Ss what they
have to match. Once they know, ask them to
read all the speech bubbles to themselves.
Give them some time to do the activity.
› Check the answers by sticking the flashcards
on the bb and drawing the speech bubbles.

BUILDING CONFIDENCE

Which one? Tell Ss to number the speech

bubbles in Exercise 2. The first on the
left is 1, the first on the right is 2, and so
on. Tell them you’ll read out one of the
sentences for them to say which number
it is.

WB EX 1, PAGE 110

3 Match
› First, ask Ss to look at the icon and tell you
what they have to do. Then elicit from them
which elements they need to carry out the
activity.
› Tell Ss that when they finish, they’ll have to
wait for everybody else to have completed
the activity.
› When all the Ss are ready, check the answers.

BUILDING CONFIDENCE

1 Point to… You’ll say Help! or Hello!

And Ss will have to point to the right
speech bubble.
2 Say it! This time you’ll mime Help!
or Hello! And Ss will have to say the
correct word.

feelings. You may guide them by asking if the characters are happy, surprised or shocked. Use
gesture so that they understand what you mean.
Homework
MP3 TRACK 8
Ask Ss to bring cut-outs from newspapers
or magazines in which people may be
BUILDING CONFIDENCE saying Hello! or Help!

1 Listening. Place the character flashcards in different parts of the classroom, wide apart. Play
the recording again for Ss to point to each of the characters as they talk.

2 Flashcard game. Show Ss one of the characters and say either the character’s name or some
other character’s name, e.g. Is this Emma? Ss have to say Yes or No.

3 Mime it! Agree with Ss on a way to mime Hello! and Help! Tell them you’ll say the words and
they’ll have to mime what you’re saying.

2 Read and match

› Ask Ss to open their books at page 11. Work on the icons.
› Explain to Ss the rules for working.
› Show Ss how to go about the activity. You can stick Eric on the bb and write I’m Eric. and I’m

Unit 1 >> 21

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Cut-out game. Ask Ss to take out the

cut-outs they’ve brought from home.
Ask one of them to show his/ her
cut-out for the rest to say either Hello!
or Help!
2 Act out. Tell Ss they’ll act out the first
part of the comic strip on page 10. To
do this, play each line. Give Ss time to
say it to themselves before they say it
out loud. Encourage them to imitate
the characters as much as possible.
Challenge them to say the lines as the
characters speak.

4 Look and listen

› Ask Ss to open their books at page 12.
› Point to Eric and ask Who’s this? Do the same
with Annie. Ask Ss if the characters are in the
same place or not. 1
› Elicit from Ss what is going on. Accept all 4
their ideas. Ask them to focus on the school
objects. Elicit whose they may be and why.
8 5
Ask them why they’re in plastic bags.
6
› Play the recording to check the predictions. 3
2
› Play the recording again and ask Ss to read as 7
they listen.

MP3 TRACK 9

BUILDING CONFIDENCE

1 Miming game. Concentrate on the

new objects and include some the Ss Ss may not be ready to work with all the school objects. If this is the case, work on
already know. Name a school object for
three at a time.
Ss to mime.
2 Show me! Ask Ss to have their school
objects ready. You’ll name one for them
to show it to you, e.g. Pen. You can
say the words more quickly or have a
b) Listen and number
sequence, e.g. Pencil, pen, rubber, glue. › Ask Ss to look at the icons and tell you what they have to do. Make sure they have their
materials ready.
› Play the recording or say it yourself.

5 a) Listen and point MP3 TRACKS 10 AND 11

› Ask Ss to look at the icons and tell you what Number 1: pencil Number 5: school bag
they have to do. Number 2: copybook Number 6: book
› Remind Ss of the rules for listening. See the Number 3: rubber Number 7: glue
Number 4: pencil case Number 8: pen
Introduction and the DVD for ideas on how
to work with a listening activity.

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 7 a) Look and say
› Ask Ss to look at the icons and tell you what
they have to do.
› Remind Ss of the rules for participating.

BUILDING CONFIDENCE

The box game. Place a school object

inside a shoe box without Ss seeing what
it is. Give the box to a few Ss. They shake
the box and say what’s inside, e.g. A
rubber. Open the box for Ss to check. You
can also shake the box yourself and ask Ss
What’s this? or Is this a book?

b) Read and match

› Ask Ss to look at the icons and tell you what
they have to do.
› Use the flashcards and write the words as
shown in the exercise. Ask Ss What’s number 1?
When they say Glue, ask them to look at the
words and say which one they think is the one
for glue. Do the same with two or three words.
› Show Ss how to work: they can draw lines
joining the words and the drawings or they
can write the number of the school object next
to the correct word. If Ss want to draw lines,
elicit from them what they can do so that the
answers are clearly seen (different colours).
› Check on the bb.

BUILDING CONFIDENCE

Memory game. Ask Ss to look at the

pictures and numbers for a minute and
then to close their books. You’ll ask them,
e.g. 2 What’s number 2? for them to
name the correct object (copybook). You
can also name a school object for them to
BUILDING CONFIDENCE tell you which number it is.

1 Guess the word. Tell Ss you’ll mouth a school object for them to say which object it is and
show the object.

2 Flash it. Flash the school object flashcards for Ss to identify what it is. Ask them What’s this?
8 Listen and circle
for Ss to answer. › Ask Ss look at the icons and tell you what to do.
› Remind Ss of the rules for listening.
› Play the recording and check on the bb.

Remember that Ss are only supposed to answer the question. Do not expect Ss to say MP3 TRACK 12
It’s (a pencil case). Two pencil cases Five pencils
Four rubbers Eight copybooks
Three books Nine pencils

6 Guess!
Homework
› Ask Ss to look at the icon and tell you what they have to do.
› Remind Ss of the rules for participating. Show only a small part of one of the flashcards and ask Ask Ss to bring drawings or cut-outs of
them, e.g. Is this a book? for Ss to answer. Encourage them to use short answers: Yes, it is. No, school objects.
it isn’t.

Unit 1 >> 23

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

Show me… Ask Ss to take out the

cut-outs they’ve brought from home.
Tell them you’ll give them orders, e.g.
Show me a pencil! for them to show it to
you. They can use their school objects if
they’re missing one cut-out or more.

9 Read and match

› Ask Ss to open their books at page 14 and
look at Exercise 9. Make them focus on the
icons and ask them what they have to match. 2 5
› Elicit from them what they can do so that the
answers are easily seen.
› Give Ss some time to do the activity, then 3 2
check.

BUILDING CONFIDENCE 1 1

Match. Use the drawings in Exercise 8.

Ask Ss to number the different groups
of school objects.. Write phrases on the
bb describing the different pictures, e.g.
a pencil case, seven copybooks. Ask Ss
to come to the bb and write the correct
number next to each phrase.

10 Count!
› Elicit from Ss what they have to do and what
materials they need.
› Elicit how they can keep a record of the
objects they’ve found (e.g. using tally marks).
Help them realise it’s easier to count the
objects if they colour them as they find them.
› Check by asking Ss, How many [pens]? How
many [rubbers]?
BUILDING CONFIDENCE
1 Memory game. Tell Ss to look at the drawings and the numbers in Exercise 10, and then to
close their books. You can ask them How many [pencils]? or you can say, e.g. Ten pencils for
them to say Yes! or No!
2 Guess the word. Tell Ss you’ll write the first letter of a colour word for them to guess the
word. Remind Ss of the rules for participating. Ss who are faster should wait for the rest to
guess the word as well. Check by having Ss say the colour on the count of 3. You can make it
more challenging by writing the last word instead of the first one. You can refer to the DVD
to get further ideas.

11 Read and draw

› Ask Ss to focus on the icons for instructions and tell you what to do. Elicit from them where they
can make the drawings. If you’re taking the sheets home to check their drawings, remind Ss to
write their names.
› Point to the first phrase and ask Ss to read it to themselves. Then ask them to read it out. Do the
same with the other phrases.
› You can set this activity for homework.

24

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 BUILDING CONFIDENCE

1 Commands! Ask Ss what orders

Emma gives Robby. You may play the
recording again. Ask Ss what other
orders they know. If necessary, guide
them into finding them (the names of
activities, what you tell them to do in
class).

2 Simon says... Tell Ss you’ll be giving

them orders which they will have to
carry out if you begin with the phrase
Simon says… You may add other
classroom orders, e.g. open your books,
listen, match.

13 a) Listen and point

7
4
1 › Tell Ss to look at the icons and elicit from
them what they have to do.
5 › Read out one of the commands for Ss to
identify it. Do the same with the other
commands.
2 › Play the recording for Ss to do the activity.
6 3

b) Listen and number

› Tell Ss to look at the icons and elicit from

them what they have to do. Remind them of
the rules for listening.
› Play the recording and check on the bb.

MP3 TRACKS 14 AND 15

BUILDING CONFIDENCE Number 1: Sit down.

Number 2: Point to the book.
Picture dictation. Write code phrases on the bb for Ss to write in words, e.g. 2 ! Number 3: Close the copybook.
Number 4: Open the book.
Number 5: Stand up.
WB EX 2, 3 AND 4, PAGES 110 AND 111 Number 6: Look at Plucky.
Number 7: Listen.

12 Look and listen Homework

Ask Ss to bring cut-outs or drawings of
› Elicit from Ss what they have to do.
school objects.
› Point to the first frame and ask Ss if they think Plucky and the children have already become
friends. Then ask them to focus on the last frame on page 10 and ask them how Plucky feels about
Robby.
› Elicit from Ss what may be going on. Play the recording and check Ss’ predictions.
› Ask Ss why Plucky is no longer afraid of Robby.
› Help Ss understand that Emma is giving orders to Robby.

MP3 TRACK 13

Unit 1 >> 25

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 Getting started
1 Listen and tick
Start the lesson with the routine suggested in the Introduction.
› Have Ss look at the icons for instructions and tell you what they have
BUILDING CONFIDENCE to do.
› Remind Ss of the rules for listening.
1 Command gym. Tell Ss to take out one of the cut-outs or › Play the recording.
drawings they’ve brought. You’ll give commands, which they’ll › Check the answers on the bb.
have to carry out, e.g. Pens, stand up. Rubbers, listen.
2 Mouth the characters... Tell Ss you’ll mouth one of the MP3 TRACK 17
characters’ name and they’ll have to say it. If Ss are not ready to
say the name, you can ask them to point to the correct character Mrs Pluck: Ready for school?
Plucky: Yes!
flashcard.
Mrs Pluck: Five pencils, two books, a rubber, three copybooks. OK.

BUILDING
Ready for school? CONFIDENCE

1 Guess! You’ll need a plastic bag and school objects. Place a

school object inside without letting Ss see what you’ve put.
› Ask Ss to open their books at page 16. Point to the different characters Show a part of the object or press the bag around the object
and ask them Who’s this? Point to the school bag and ask What’s this? and show a part of it for Ss to guess what’s inside. Ask Ss, e.g.
Do the same with the other school objects. Is this a pencil? Yes or no? They should answer Yes, it is. or No,
› Elicit from Ss what may be going on. Remind them of the story so far. it isn’t. depending on what they think it is. Open the bag and
› Play the recording or read out the dialogue and check Ss’ predictions. show Ss the object.
› Play the recording again and ask Ss to read as they listen.
2 Act out. Tell Ss they’ll impersonate Plucky’s mum. You may use
› You may ask them what we learn about Plucky’s mum from the drawing.
the recording. First, let them repeat to themselves, then ask
› You can also ask them to give a number to each panel within this
them to say the words out loud. You can also invite them to say
section. Tell them to choose their favourite panel and say its number
the words together with the recording. If possible, use realia.
aloud. They can then account for their choice.
› Ask them to predict what type of school Plucky will be going to. A
school for children/ animals or monsters?

MP3 TRACK 16

26

M01_STL_TB_01ARG_3973_U1.indd 26 22/4/15 9:12

 ✓ ✓

pencil cases
rubbers
school bag

pencils books

2 Look and complete Song

› Tell Ss to look at the icons and tell you what to do. Elicit from them
› Ask Ss to focus on the instruction icons and elicit from them what they
that it is better to write in pencil in case they need to correct a word.
have to do.
› Elicit from them where they can look for information if they can’t
› Play the song once. Give Ss some time to read and do the matching.
remember how to spell a word.
You may check by numbering the pictures.
› Check on the bb.
› Play the song again and invite Ss to join. You can do it in chunks this
time for Ss to listen to each line and then sing it.
BUILDING CONFIDENCE
› Sing the song slowly and have the Ss mime each line. Then half the
Flashcard game. Tell Ss you’re going to play a game with the class can sing it while the other half mimes it.
school object flashcards. Keep them in your hands as if you were › You can refer to the DVD for ideas.
holding poker cards. Remove one of the cards and put it face N GS
SO
down on your desk. Keep the other flashcards in your hands. Let Ss
MP3 TRACK 4
see them for a few seconds. Pick up the card on the desk without
letting Ss see it and ask them What’s this? Do this several times.

BUILDING CONFIDENCE

A new song. Tell Ss you’ll create a new song by changing some of

3 Memory game
› Ask Ss to focus on the instruction icon and elicit from them what they
have to do. Remind them of the rules for playing.
› You can elicit from them what strategies they can use to remember
the sequences.
the words. Elicit from them which words they can change (some of
the commands, the school objects). Ask Ss to dictate to you which
new words they can use. Write them on the bb for the Ss to refer to
when they are writing their song.

OUR POSTER
WB EX 5 AND 6, PAGE 112 Collect the Ss’ cut-outs to make the poster. Each Ss will glue his or hers.
Remind them of the rules for this activity. If a child didn’t bring any cut-
outs, he/ she would have to draw some school objects.

Unit 1 >> 27

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 WB

Plucky Robby
Emma

Pencil Copybook Pencil case Rubber

Eric Annie

Book Glue Pen School bag

6 2
1

7
3 9 4

8 5 10

1 Write the name
Focus: double consonants in the names. They are transparent and
pronounced very much like their Spanish equivalents.
Some Ss may need to be reminded of the use of capital letters for
proper names.
You can start working on reference skills. Elicit from Ss where to
check if they have spelt the names correctly (their book or their
copybook).
› First, Ss should look at the icon and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.
EXPANSION
You can ask Ss to glue cut-outs of well-known characters. They
should then draw a speech bubble for each character and write
I’m . Elicit from them where they can check if they have doubts as to the
› First, Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing.
› Elicit from Ss what they can do to check answers more easily: use a
different colour for each line.
› Check the answers on the bb.
EXPANSION
Write the following phrases on the bb. Ss have to either make the
drawings or find cut-outs at home.
three school bags - two books - six pens - seven copybooks - one rubber
3 Look and write
Focus: spelling of school objects. You can work on a strategy, e.g.
you can ask Ss whether they’d start from the words they remember
or the ones they’re not sure about.
spelling.

2 Read and match
Focus: identification of the words for numbers and for school
objects. Since this is one of the first exercises, you can elicit from Ss
what clues each phrase gives them. They can rely on the one they
find easier, i.e. the number or the school object.
Elicit from them where they can check if they have doubts as to the
spelling.
› First, Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing. Make
sure they identify the objects. If they cannot identify one or more of
them, make sure they complete the drawings so that they can do the
exercise on their own.
› Check the answers on the bb.

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 5 Circle 10 numbers. Then, write
the number
Focus: identification of the words for numbers in each snake.

4 › First, Ss should look at the icons and tell you what they have to do.
› Ask them to do the exercise orally before they put it in writing.
8, 9 › Make sure Ss understand they have to circle the words for numbers.
7, 6, 2 › Then, in the box next to each they should draw the number(s) they
find in each snake.
1, 10 › Check the answers on the bb.

5, 3
EXPANSION
You can ask Ss to identify the other words in each snake and draw
what they represent.

6 Read and match

Focus: identification of the relationship between each question and
its answer.
You can elicit from Ss what clues each phrase gives them, e.g. the
word name in the first speech bubble is a clear clue.
Elicit from them where they can check if they have doubts.

EXPANSION
Ask Ss to collect five (or more) cut-outs of school objects and to
cut out one part of them so that it is not that easy to identify what
it is. They can exchange cut-outs among themselves. They can glue
the cut-outs they have received in their copybooks and write the
corresponding word below each.
› First, Ss should look at the icons and tell you what they have to do.
› Ask them to do the exercise orally before they put it in writing.
› Elicit from Ss what they can do to check answers more easily: use a
different colour for each line or number the speech bubbles and use
the same number for the answer.
› Check the answers on the bb.

EXPANSION
4 Count and write the number You can ask Ss to bring two different answers for each question.

Focus: spelling of numbers from 1 to 10.

Elicit from Ss where they can check if they have doubts as to the
spelling.
› First Ss should look at the icons and tell you what they have to do.
› Ask them to do the exercise orally before they put it in writing.
› Check the answers on the bb.
EXPANSION
Write numbers on the bb for Ss to write them in letters below. They
can also draw the quantity of objects the number represents.
Answer Key
CLIL Pages
Activity 1: The answers depend on the cultures present in the
classroom.
Further Practice
Activity 1: 1 Yes, it is. 2 Yes, it is. 3 Yes, it is. 4 No, it isn’t.
5 No, it isn’t. 6 Yes, it is. 7 No, it isn’t. 8 No, it isn’t.
Activity 2: 1 seven; 2 nine; 3 six; 4 four; 5 one; 6 three
Activity 3: 1 This is a school bag. 2 This is a rubber. 3 This is a
copybook. 4 This is a pencil. 5 This is a pen. 6 This is a pencil case.
Activity 4: glue; six; is; ten; pen

Unit 1 >> 29

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 2
VOCABULARY
Family members: dad, mum, brother, sister
Colours: green, red, blue, white, pink, yellow
Everyday words: teacher, table, friend, chair, school

ANSWERS TO
Who’s this? What colour…?

GRAMMAR
He/ she
I have/ I don’t have

RECOGNITION
Classroom commands: point to, show me
Feelings: happy, tired, OK
Weather conditions: sunny, cloudy, rainy
Days of the week
Too! but

ORAL INTERACTION
Age: I’m + age.
Look!
Fantastic!

LANGUAGE AWARENESS
Phonological differences between English and
Spanish
Adjective before the noun
Print/ sound relationship
He/ She/ It
Difference between I’m and I have

See Introduction for suggestions

on how to tackle activities and develop
cognitive, social and intercultural
awareness in children.

Getting started
Start the lesson with the routine suggested in
the Introduction. BUILDING CONFIDENCE

Guess! You’ll use the photos again. Take one in your hands and ask Ss without showing it to
Introduction of table and chair them, e.g. Is this my friend Beatriz?
› Tell Ss you’ll play a game. You’ll need cut-outs
of chairs and tables. Stick the chair and table
flashcards on the bb.
› Show only a part of one cut-out to the Ss 1 Look and listen
and ask them Is this a chair? (pointing to the
chair) Yes or No? Do the same with table. Possible lead-ins (you may choose):
a. Ask Ss if they remember an occasion on which a new friend came to school. Encourage them to
talk about it.
Introduction of friend and family b. Tell Ss about you starting at a new school or about a new schoolmate. Emphasise how others
members helped the newcomer feel comfortable.
› Take photos to school in which you can be
› Remind Ss of the last episode in Unit 1. Point to panel number 2 on page 17 and ask Ss What’s
seen with your family and friends.
this? (pointing to the school bag). Ask Ss why they think Plucky has a school bag. When they say it
› Show Ss a photo and challenge them into
(most probably in Spanish) tell them Yes, school and show them the school flashcard.
guessing who they can see in it. Then,
› Ask Ss to open their books at page 20. Ask them if they can recognise any characters (Eric, Tommy
introduce your friends by telling them their
and Plucky). Ask them if their predictions were right. Point to the child hiding under the desk and
names, e.g. Look! My friend Silvina, and my
ask Ss how he’s feeling. Then, ask Ss how they’d feel if a plesiosaur were to become their classmate.
friend Jorge. My mum, my dad, my brother
and my sister.

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 BUILDING CONFIDENCE

Point to. Place the following flashcards

wide apart at different spots in the
classroom: school, teacher, table, desk,
chair. Name different words for Ss to
point to. You can also build a sequence of
words.

2 a) Listen and point

› Ask the Ss to open their books at page 21.
Work on the icons.
› Remind Ss of the rules for listening.

MP3 TRACK 19
Teacher... table... friend... chair... school...
teacher... chair... friend... school... table...

b) Read and match

Annie › Elicit from Ss what they have to do. Help
Miss Kenny Tommy them realise it will be better for them to use
different colours to draw the lines.
› Give them time to do the activity. Check on
Eric the bb. It is OK for Ss to draw more than one
Emma Plucky line per word.

Introduction of Who’s this?

› You can use photos of well-known people or
of your friends.
› Show part of the photo (or flash it) and ask Ss
Who’s this?
› Do this several times. You can also include
the character flashcards.

3 Look and say

Ss will be wondering why Tommy’s in a wheelchair more so as they associate the › Ask Ss tell you what to do.
latter with elderly people. As it’s always better to be truthful, while keeping your › You can then use the flashcards and show
answers age-appropriate, you can refer to the teacher’s visual impairment. Just as only a part of the character.

she’s wearing glasses because she can’t see well Tommy’s in a wheelchair because he
can’t walk. He may have had an accident or he may have been born with a mobility
4 Guess !
impairment but, thanks to the wheelchair and to his accepting and helpful friends,
› You need the following flashcards: chair,
he can do most of the things other children do.
friend, teacher, school, table. You can also
include the school object flashcards.
› Flash the flashcards and tell Ss, e.g. A chair.
› Elicit from Ss what the children can be talking about. Point to the teacher and elicit who she is.
After they say Yes! or No! show them the card.
When they say it in Spanish, tell them Yes, the teacher.
› Play the recording. Then ask Ss if their predictions were right.
› Ask Ss while pointing to the teacher What’s her name? Play the recording again for Ss to get her
name. Encourage Ss to read as you play the recording.
Homework
Ask Ss to bring a photo of their friend(s).
MP3 TRACK 18

Unit 2 >> 31

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

My friends. Tell Ss to take out their

photos and introduce their friends and
3 1 6 4 5 2
families to the rest, e.g. This is my friend
Majo. Mum and dad.

Introduction of colours
› Tell Ss you’ll play a game. You’ll need your
colour flashcards on the bb.
› Have the school object flashcards in your green
hand. Don’t show them to your Ss. red
› Tell them, e.g. The pen is blue (and point to white
blue on the bb). Encourage them to say Yes
or No. Show the flashcard for Ss to check.
› Do the rest with the other colours. Make sure
you introduce all the colours.
red and blue
yellow
BUILDING CONFIDENCE
and pink
1 Show me... Tell Ss to show you the blue
colour as you name each. They can use
their clothes, school objects, etc.
2 Memory game. Tell Ss you’ll be
referring to the school object
flashcards, or your own, or a child’s. 3 6
You’ll say a colour and they’ll have to
remember which school object is that 5 4
colour, e.g. Pink. Pencil case.
1 2

5 a) Listen and point

› Ask Ss to look at the icons and tell you what
to do. MP3 TRACK 21
› Remind Ss of the rules for listening. Number 1: red Number 3: green Number 5: pink
› If you think Ss are ready, let them say the Number 2: yellow Number 4: white Number 6: blue
colours.

BUILDING CONFIDENCE
MP3 TRACK 20
Memory game. Ss have to look at the colours and the numbers and close their books. Say a
green, red, blue, white, pink, yellow number for Ss to say which colour it is.
green, blue, pink, red, white, yellow
yellow, white, red, blue, green, pink
green, yellow, red, pink, blue, white
pink, white, blue, red, green, yellow
red, blue, white, pink, yellow, green 6 a) Listen and colour
› Ask Ss to look at the icons and tell you what to do. Check they have all the colours by naming each.
› Remind Ss of the rules for listening. Play the recording for Ss to colour the pictures.
b) Listen and number › Check on the bb.

› Ask Ss to look at the icons and tell you what

to do.
MP3 TRACK 22
› Remind Ss of the rules for listening. The glue is white.
› Check the answers on the bb. The chair is red.
The table is blue.
The pen is green.
The school bag is red and blue.
The rubber is yellow and pink.

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 › Ask Ss why Kim calls Plucky a dog. (It may be
the animal she’s most acquainted with, or the
only name of an animal she knows). Ask Ss
why Annie says Plucky is lucky at not having
a younger sibling. Does she mean it?

MP3 TRACK 23

BUILDING CONFIDENCE

My family. You need your photos. Tell

Ss you’ll test their memory. Tell them, e.g.
I have a mum. I don’t have a friend. for
them to say Yes or No.

Check with the class teacher what

the situation is with the children’s
families.

Introduction of he, she and age

› Ask Ss to go back to the dialogue in
Exercise 7. Focus their attention on the
second panel and ask Ss Who’s this? while
pointing to Kim. Ask them if she is in the
same form as them. When they say no, tell
them She’s two (using your hand).
› Then point to one of the girls and say She’s
four. Yes or No? Do the same with another
girl, saying She’s eight. Elicit from Ss what
you’re referring to (age).
› Now point to a boy and say He’s eight.
Point to a girl and say She’s eight. Focus Ss’
attention on the first part of the sentence
and ask them if it’s the same or different.
Give them some extra examples for them to
realise why you use he or she. Ask them to
go back to panel 2 and ask them who Annie
refers to when she says She’s two.
b) Read and write the number
› Ask Ss to look at the icons and tell you what to do.
› Give them time to do the activity and check on the bb. 8 Match
› Ask Ss what they have to match.
BUILDING CONFIDENCE › Give them time to do the exercise and check
on the bb.
Is it true? Tell Ss to choose one of their school objects and not to show it to the rest. They
should say something about it, e.g. a blue copybook. The rest have to decide if it’s true or not.
Then, the child has to show his/ her school object. This can be played in small groups. BUILDING CONFIDENCE

He or She? Say names for Ss to say if it’s

a he or a she, e.g. Robbie. He! Susan. She!
WB EX 1, PAGE 113
You can use common names in English
or names of well-known people or
characters.
7 Look and listen
› Ask Ss to look at the icons and tell you what to do. Point to Annie and ask them Who’s this? Elicit
Homework
what may be going on. Point to Annie’s father and ask Ss Who’s this? Do the same with the other
two characters. Ask Ss to bring a cut-out of a person. Ask
› Play the recording or dramatise the situation. them to cut it round the contours.
› Check Ss’ predictions.
Unit 2 >> 33

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

He or She? Tell Ss to show the back of

the cut-out they’ve brought to their
classmates and ask He or She? for the
others to identify if it’s male or female.
Then they have to show the cut-out to
the rest.

9 a) Listen and point

› Elicit from Ss what they have to do. Point to
Annie and ask Who’s this? Do the same with
her mother, father and sister. Do the same
with Eric and Emma.
› Play the game. If Ss are ready, they can call
out the words.

MP3 TRACK 24
Annie: Look! My dad, my mum, my
sister Kim…
9 8 7
Emma: And my brother!

b) Read and match.

Then, act out
› Ask Ss to focus on the icons for instructions 2 4 8
and tell you what to do.
› Check answers on the bb.
› Invite Ss to play the role of Annie, Eric or
Emma introducing their family. Give them
time to rehearse.
MP3 TRACK 25
Plucky: I’m seven. Eric: I’m eight.
WB EX 3, PAGE 114
Kim: I’m two. Emma: And I’m eight, too! And Robby?
Annie: I’m nine. Robby: Woof! Woof! Woof! Woof!

10 Listen and write the BUILDING CONFIDENCE

number Memory game. Ask Ss to memorise the characters and their age. You then say one of their
names for Ss to produce his/ her age, e.g. Plucky. He’s seven! This is a good opportunity to
› Ask Ss to tell you what to do. Focus their revise he and she.
attention on the cakes and elicit what each
character may be talking about.
› Play the first part of the recording to check Ss’ WB EX 5 PAGE 114
predictions.
› Play the recording and check answers on the
bb. BUILDING CONFIDENCE

The characters’ families. Ask Ss to read what Plucky says in the last panel on page 23. Elicit
from them what Plucky is talking about. Tell them you’ll impersonate the children and talk
about your family for them to guess who you can be, e.g. I have a mum and a dad, I have a
sister but I don’t have a brother. Annie! (Kim and Eric, too).

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 BUILDING CONFIDENCE

1 Which one? Tell Ss to memorise what

the characters have before closing their
books. Say one of the sentences for
them to produce who it refers to.
2 Is it true? Ss have to talk about their
school objects. They can tell a lie, e.g. they
can change the colour or the object. The
2 others have to say if it’s true or not.
3
1
5 4
12 a) Listen and circle
› Ask Ss to tell you what to do. Make sure Ss
understand Ss have to circle the correct
5 3
drawings, i.e. what Annie has.
› Do the first one together with the Ss and
4 2
check on the bb.
1
MP3 TRACK 27
Annie: I have a blue chair, I don’t have a red
chair. I have a green school bag and a
✓ yellow pencil case. I don’t have a blue
school bag. I have a rubber, but I don’t
have glue. I have two pink pencils. I
don’t have a white pencil. And I have a
red pen. I don’t have a yellow pen.

✓ b) Read and tick

✓ › Ask Ss to tell you what to do. Make sure they
understand they have to tick the statements
that refer to what they have circled.
› Give Ss some time to do the activity in their
books, then check on the bb.

BUILDING CONFIDENCE

A survey. Draw a chart on the bb with

11 a) Listen and number three columns. Tell Ss they’ll talk about
their brothers and sisters. One child says I
› Ask Ss to look at the icons and tell you what to do. Remind them of the rules for listening. have a brother. And those who have only
› Check the answers on the bb. one brother put up their hands. Write the
number of hands up in the first cell. Do
MP3 TRACK 26 the same with one sister, two brothers
and so on. Remind Ss that brothers is
Number 1: I have a yellow copybook. the plural of brother, it does not mean
Number 2: I have a green book.
brothers and sisters.
Number 3: I have a red pen.
Number 4: I have a blue school bag. BROTHER SISTER
Number 5: I have a pink pencil case. 1
2

b) Now, read and write the number WB EX 4 PAGE 114

› Ask Ss to tell you what to do.
› Give them time to do the exercise and check the answers on the bb.
› As a follow up, you can encourage them to impersonate each of the characters. Homework
Ask Ss to bring photos of their brothers,
sisters or friends and their parents.

Unit 2 >> 35

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 Getting started
Start the lesson with the routine suggested in the Introduction.
BUILDING CONFIDENCE
Show me your family. To show Ss how to go about this, use a
photo of a brother or sister (up to 10 years of age). Tell Ss I have
a brother, Juan. Here, he’s ten. Write this on the bb. Elicit from
Ss what changes they need to make if they talk about a sister.
Encourage them to speak of their brothers and sisters or friends.
And your green pencil?
› Ask Ss to open their books at page 26. Focus on the title of the story.
Ask Ss which character has green school objects. Ask them to find the
pages on which one can see Plucky’s green school objects (Unit 1,
pages 12 and 17, Unit 2, page 20). Elicit from Ss what may be going
on. Point to the different characters and ask: Who’s this?
› Play the recording and go back to the Ss’ predictions.
› Ask Ss why Plucky is so happy. (He has four friends / a new pencil case
and new pencils). Ask them what the children have done to make him
feel happy. (They’ve talked to him/ they’ve accompanied him to his lake
/ Annie’s introduced him to his family). Comment on the importance of
making new students feel accepted and valued.
› Ask Ss what makes Plucky’s parents similar to ordinary children’s
parents. (They want to know how he got on at school, whether he’s made
new friends/ they want him to look after his school objects).
36
M02_STL_TB_01ARG_3973_U2.indd 36
BUILDING CONFIDENCE
Act out. Tell Ss they’ll act out the dialogue between Plucky and his
mum. Play this part of the recording and have Ss repeat after the
characters. Encourage them to imitate Plucky and his mum. Have
different pairs perform this dialogue. You can also tell them to change
a part of the dialogue, e.g. the school objects, the colours, etc.
MP3 TRACK 28
1 Read and match
› Have Ss look at the icons and tell you what they have to do. Elicit from
them where they can get information about the characters’ families.
› Give Ss time to do the matching, then check on the bb.
BUILDING CONFIDENCE
How good is my memory? Tell Ss they’ll be testing your memory.
They can use the info in Exercise 1 and then add sentences as
well. When they say something, you have to say who they are
impersonating, e.g. I don’t have a brother, I don’t have a sister.
Plucky!
13/5/15 13:12
 school bag
pencils
rubbers
books
glue
pen

2 Look and complete Song

› Ask Ss to focus on the icons. Elicit from them how they can say what
› Ask Ss to read the song and decide which picture illustrates the first
they don’t have.
part and which one the second part.
› Give them time to do the activity.
› Play the song once. Then play the song again and invite Ss to join in.
› Check on the bb.
You can do it in chunks this time for Ss to listen to each line and then
› As a follow up, they can add further sentences, e.g. I don’t have a pink
sing it.
pencil case.
› You can refer to the DVD for ideas.
N GS
SO
BUILDING CONFIDENCE
MP3 TRACK 5
My school bag. Ask Ss to write true sentences about their own
school objects. They can also draw them on a sheet of paper and
write the information below. You can then make a display of their BUILDING CONFIDENCE
sheets.
A new song. Tell Ss you’ll create a new song by changing some of
the words. Elicit from them which words they can change (the age
of the kids, the number of friends). Ask Ss to dictate to you which
WB EX 6 AND 7 PAGE 115
new words they can use. Write them on the bb for the Ss to refer to
when they are writing their song.

3 Look and say

› Ask Ss to look at the icons and tell you what to do.
› Tell Ss you’ll play the role of Tommy first. Ask them to look at the
drawing for one minute, then they should close their books.
› You can first play with them. Ask them to talk about their school
objects for you to say Yes or No to what they’re saying.
› As a follow up, they can write true sentences referring to Tommy’s
objects.
OUR POSTER
Tell Ss to use their family photos or to make drawings of their families.
Each child can glue his/ her photos on a sheet of paper and write the
names below, e.g. Mum, Dad, my brother (Diego), my sister (Victoria).
Make a classroom display of the Ss’ families.

Unit 2 >> 37

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 WB
1 Read and colour
Focus: identification of objects and colours. green and pink
You can start working on reference skills with your Ss. Elicit from white
them where they can check if they have spelt the words correctly.
They have at least two sources: their book and their copybook or pink
ring binder.
green

› First Ss should look at the icons and tell you what they have to do. red and blue
› You can work on a strategy, e.g. you can ask Ss which words they need
to focus on (the object and the colour).
› Ask the Ss to do the exercise orally before they put it in writing. red yellow blue
› Check the answers on the bb using the colour flashcards.

EXPANSION
You can ask Ss to bring 5 drawings of school objects with the have
instructions below as in the exercise, e.g. My pencil case is don’t have
green and white, on a separate sheet of paper. You can ask Ss to have
don’t have
exchange worksheets and do the exercise.
don’t have
have
don’t have

2 Look and complete. Have or don’t have?

Focus: identification of Eric’s belongings in order to decide on have

or don’t have.
Remind Ss of their reference sources.
› First Ss should look at the icons and tell you what they have to do.
› You can show them that it is advisable to write a ü or a û next to each
phrase depending on whether they can see the object on the table or
not.
› Ask the Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.
EXPANSION
Write the following phrases on the bb: a school bag, nine
copybooks, five books, seven rubbers, three black pencils.
Ss have to write true sentences about themselves.
4 Read and circle
Focus: deciding on the correct option.
This is an excellent exercise to work on language awareness. It is
very important to ask Ss to account for each choice they have made.
› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing. For
each of the answers, ask them the reason for their choice.
› Check the answers on the bb.
EXPANSION
Ss can write true sentences using the words they have not circled,
e.g. I have in the first example. It is advisable to do this exercise on
the bb with everybody offering choices.

3 Write
5 Look and complete
Focus: identification of the members of the family and their correct
spelling.
Focus: age.

› First Ss should look at the icon and tell you what they have to do.
› First Ss should look at the icons and tell you what they have to do.
› Ss do the exercise orally first. After they have completed the exercise,
Make sure Ss understand the children are talking about their age.
check the answers on the bb.
› Ask the Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.
EXPANSION
Ask Ss to bring a cut-out of a family or a photo of their own family.
Tell them to write the family words as in the exercise.

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 mum dad

sister
brother

seven ten nine five eight

EXPANSION 7 Draw and write

Ss can bring photos or drawings in which the age of the person
should be somehow evident (a T-shirt with a number or a birthday Focus: language awareness, meaning of the stems.
cake with candles, an invitation to a birthday party with the Elicit from them where they can check if they have doubts.
number on the cover, etc.).

› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing. In
6 Read and match most cases, there can be as many options as there are Ss. It is very
important for Ss to realise there are a lot of possibilities, which are all
correct.
Focus: identification of the relationship between each question and
its answer.
You can elicit from Ss what clues each phrase gives them, e.g. the EXPANSION
word name in the first speech bubble is a clear clue. Elicit from them
You can ask Ss to bring a photo of a well-known character and to
where they can check if they have doubts.
complete the file card as if they were that character.

› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.
› Elicit from Ss what they can do to check answers more easily: use a
Answer Key
different colour for each line or number the speech bubbles and use
CLIL Pages
the same number for the answer.
Answer: They are all families with the exception of the doctor and
› Check the answers on the bb.
the patient.

EXPANSION Further Practice

Activity 2: HE: Eric, Tommy, Dad, brother, Robby; SHE: Miss
You can ask Ss to bring two different answers for each question.
Kenny, Annie, Emma, Mum, sister.
Activity 3: 1 have; 2 don’t have; 3 have; 4 don’t have; 5 have;
6 don’t have
Activity 4: 1 don’t have; 2 have; 3 don’t have; 4 have; 5 don’t have;
6 don’t have.
Activity 5: 1 I’m Emma. 2 Yes, it is. 3 Eric. 4 A chair. 5 Yes, she is.

Unit 2 >> 39

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 3
VOCABULARY
Actions: playing, reading, watching TV, listening to
(music), drawing, writing
Numbers: 11 to 20

GRAMMAR
I’m playing.
He/ She’s watching TV.

ANSWERS TO
Are you (playing)? Is he/ she (drawing)?

ORAL INTERACTION
Let’s…
And?

RECOGNITION
Feelings: sad, angry
Weather conditions: cold, hot
LANGUAGE AWARENESS
Phonological differences between English and Spanish
Print/ sound relationship
Use of pronouns

See Introduction for suggestions

on how to tackle activities and develop
cognitive, social and intercultural
awareness in children.

Getting started
Start the lesson with the routine suggested in
the Introduction.

Introduction of actions
› Ask four Ss to come to the front. Tell them
they have to perform these commands: write,
draw, play football and read. Then, perform
one of the actions yourself (not overtly) and
b. You can also talk about an occasion on which the teacher scolded you. Tell Ss why. You may elicit
challenge Ss into guessing what you’re doing.
from them what they shouldn’t do at school and why.
Tell Ss I’m drawing, I’m writing, I’m playing
football, I’m reading while standing next to
› Ask Ss to open their books at page 30 and to focus on the panels. Elicit from them what may be
the Ss performing the action. The rest of the Ss
going on. Why are Plucky’s parents so happy? Draw Ss’ attention to Plucky’s face in the last panel.
have to say Yes or No.
Why does he look worried/ sad? Elicit from them that he’s done something wrong and that he’s
› Make sure they understand you’re referring
apologising for it.
to actions in progress, actions you’re
› Play the recording for Ss to check their predictions.
performing.
› You can ask Ss to look closely at the panels and then close their books. You’ll impersonate the
characters, and Ss will have to guess who you are, e.g. I have a ball. Ss: Eric!
BUILDING CONFIDENCE

Miming game. Mime one of the actions MP3 TRACK 29

without making it so overt. Tell Ss, e.g.
I’m drawing for them to say Yes or No.
BUILDING CONFIDENCE

A chain. Tell Ss you’ll play a chain game. You’ll start by performing an action and saying what
1 Look and listen you’re doing, e.g. I’m playing tennis. The second participant has to repeat what you’ve said
while performing the action, and add a new activity, e.g. I’m playing tennis and I’m drawing a
Possible lead-ins (you may choose): chair. Make sure Ss perform the actions as they name them.
a. Ask Ss what they do at break time. You may
also tell Ss about your and your friends’
activities at break time when you were a child.
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 BUILDING CONFIDENCE

Memory game. Ask Ss to look at the

drawings and then to close their books.
You’ll name an activity for Ss to tell you
who it is, e.g. T: I’m playing tennis. Ss:
Plucky!

WB EX 2 PAGE 116
2 3 4 1

3 Look and listen

› First ask Ss to look at the icons and tell you
what to do.
› Point to the lady and ask Ss Who’s this? Elicit
what she’s doing and what may be going on.
› Play the recording for Ss to check their
predictions.
› Play the recording again for Ss to count how
many times Tommy’s mother has to call him
(three). Then discuss whether his behaviour is
right or wrong.

MP3 TRACK 31

BUILDING CONFIDENCE

Act out. You’ll play the role of Tommy’s

mum. Ask Ss to help you, e.g. Cecilia,
come and help me, please! Ss have to
give you excuses, e.g. Sorry! I’m [listening
to music]. Focus Ss’ attention on the
last part of the comic strip in which
Tommy’s mum says Tommy! and he
finally apologises. Include this part in the
situation, e.g. Cecilia! for the student to
say Sorry. Call on different Ss. Encourage
them to mention different activities. Make
sure they perform the action while saying
It is important that every time Ss say I’m… ing they perform the activity; otherwise,
what they’re doing.
we would be focusing on grammar only irrespective of meaning.

Homework
2 Listen and number. Then, match Ask Ss to bring cut-outs of people
performing the activities they’ve seen
› Ask the Ss to work on the icons. (write, play, listen, draw, read, watch TV).
› Remind Ss of the rules for listening.
› Play the recording as many times as necessary. Check on the bb.
› Give Ss some time to do the matching, then check on the bb.

MP3 TRACK 30
Number 1 (Emma): I’m drawing.
Number 2 (Plucky): I’m playing tennis.
Number 3 (Annie): I’m reading a story.
Number 4 (Tommy): I’m writing.

Unit 3 >> 41

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 He or she? Tell Ss to flash one of the

cut-outs they’ve brought from home,
and ask the rest He or She? The others
have to guess.

2 What are you doing? Ss will use their

cut-outs. Tell them to draw one speech
bubble per cut-out and write I’m … ing
on separate sheets of paper. Collect
the cut-outs and the speech bubbles,
shuffle them and call on Ss to match
them on the bb. Elicit from Ss where
they can find information if they can’t
remember an action or how to spell it.

Introduction of He’s/ She’s (reading) 4 2

› Collect some of the Ss’ cut-outs or bring 3 5
some yourself. Show the back of one to Ss
and tell them, e.g. He’s reading. Yes or No? 6 1
for them to guess. Repeat the procedure.
Include both he and she.
› Elicit from Ss what the difference is between
I’m (reading), he’s (reading) and she’s
(reading). Let them think. If their answers are
not correct at the beginning, guide them
without giving them the answer.

4 a) Listen and match

› Ask Ss to open their books at page 32, Ex. 4.

Ask them to tell you what to do. Make sure
they understand they have to match the BUILDING CONFIDENCE
person and the object representing the Memory game. Ask Ss to memorise the pictures and to close their books. You’ll name one of
activity. You may point to each of the drawings the activities for them to say who is performing it. Help them reflect on the use of he and she,
and ask Ss what activity it represents. e.g. She’s watching TV, it has to be a girl.
› Play the recording and check the answers on
the bb.

MP3 TRACK 32 b) Now, read and write the number

Plucky is watching TV.
Eric is playing tennis.
Tommy is drawing a chair.
Annie is reading a book.
Emma is writing.
Kim is listening to music.
› Ask Ss to read the sentences to themselves first. Then read out the sentences in random order for
them to say which number it is, e.g. Eric is playing tennis, 6.
› Give them time to do the exercise, then check on the bb.
BUILDING CONFIDENCE
Is or ‘s? Read out each sentence in Exercise 4 b) twice, contracting the verb to be and using its
full form, e.g. Emma’s writing. Emma is writing. Ask Ss if they can hear any difference. Check
they understand they mean the same. Write the contracted form on the bb for Ss to see it. Ask
Ss to read the two examples in Exercise 5 and ask them to change the full or contracted forms.

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 BUILDING CONFIDENCE

1 Show me… Ask Ss to write numbers

11 to 20 on pieces of paper. Name
numbers for them to show the correct
card. If you find Ss are not ready, start
with numbers 11 to 15, then do the
second half. Finally combine them all.

1 2 Counting game. Tell Ss to go back to

7
Exercise 1 on page 30. You’ll tell them
what to count, e.g. number of letters
5 3 in the first text message, number of
bubbles in panel 5, number of beads in
10 9 Mrs Plucky’s necklace, etc.

4 8

6 2
6 a) Read and match
› Ask Ss to tell you what to do.
› Check the Ss’ answers on the bb.
› Help them see the endings and the
relationship between 3 to 9 and 13 to 19.

b) Listen and number

› Ask Ss to tell you what to do.
› Play the recording and check the answers on
the bb.

MP3 TRACK 33
Number 1: Eleven Number 6: Fifteen
Number 2: Twenty Number 7: Sixteen
Number 3: Seventeen Number 8: Nineteen
Number 4: Fourteen Number 9: Eighteen
Number 5: Twelve Number 10: Thirteen

BUILDING CONFIDENCE

What’s the number? Show numbers to Ss

5 Guess! using your hands, e.g. show 10 and 6 with
your fingers for them to say what number
› Ask Ss to look at the icon and tell you what to do. it is. You can make it more challenging if
› Remind Ss of the rules for playing. you do not start with 10, e.g. 8 and 5.
› You can appoint different Ss to draw on the bb.

BUILDING CONFIDENCE
7 Guess!
Miming game. Call one student to the front and tell him/ her to perform an action. He/ She
shouldn’t do it overtly. The rest have to guess, e.g. He’s playing on the computer. › Ask Ss to look at the icons and tell you what
to do. Make sure they understand they have
to draw a number on the back of a student
for this student to guess what number it is.
WB EX 1 AND 2 PAGE 116 › Remind them of the rules for playing.

Introduction of numbers 11 to 20 Homework

› Write 11 to 20 on the bb. Tell Ss you’ll write numbers in the air and they’ll have to guess, e.g. Write Ask Ss to bring cut-outs of numbers from
13 in the air and point to number 13 on the bb while you say I’m writing thirteen (or fifteen) for Ss magazines and newspapers.
to say Yes or No. Do this with all the numbers.
› Say the numbers from 13 to 19 and ask Ss if they can hear anything in common (the -teen ending).
Elicit from them if they can relate the first part of the number and numbers 3 to 9. WB EX 3 PAGE 117

Unit 3 >> 43

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Point to… Write numbers 11 to 20 on

the bb. Make sure they’re wide apart.
You can make your own cards and use
them. As you name them, Ss have to
point to the correct number.
2 Cut-outs. Ask Ss to take out the cut-
outs they’ve brought from home. Ask
them to write the numbers on separate
sheets. Collect the numbers and the
words, shuffle them and have Ss go to
the front and match them.

3 Number gym. Tell Ss to choose two

cut-outs from 11 to 20. You’ll tell them
what to do, e.g. Eleven, stand up. And
all Ss who have chosen number 11 have
to stand up.

4 Number and colour dictation. Dictate

numbers to Ss and mention the colour
they have to use, e.g. Eleven, red. Make
sure they have the necessary coloured
pencils first.

8 Look and listen

› Ask Ss to open their books at page 34. Focus
their attention on Exercise 8. Ask them to
look at the icons and tell you what to do.
› Elicit from them what is going on. You can
point to the characters and ask Ss, e.g. Look,
who’s this? What’s this?
› Play the recording and check Ss’ predictions.
› Tell Ss to look at the last panel and ask them, › Play the recording again for Ss to listen and imitate the characters. Check that they use the correct
Is Plucky happy? Angry? You can ask Ss how intonation.
they would feel in that situation.
BUILDING CONFIDENCE
MP3 TRACK 34 1 Guess. Tell Ss you’ll have to guess what (Emma) is doing, for which you’ll ask questions, e.g.
Is she (reading)? Do the same with a male character. Tell Ss they should decide on an action
first.
Language awareness: questions
2 Guess my drawing. Tell Ss to draw themselves doing something. You’ll ask them questions,
› Write the following questions on the bb: e.g. Are you (playing football)? You can predict the number of right guesses and then check.
Who’s this? What’s this? Is this a book?
Is Emma playing? Are you reading? Number
them.
› Ask Ss what you want to know when you ask
each of the questions. Focus their attention 9 Mime
on the fact that in questions 4 and 5 we’re
› Tell Ss to focus on the icons for instructions and ask them what to do.
checking about activities in progress.
› Remind Ss that they should not make the action too overt.
› Elicit from them why in one of the questions
› Have different Ss perform an activity for the rest to guess.
we use are and in the other we use is. Write
further examples on the bb including you,
he and she. Ask Ss how they can answer the
questions (Yes/ No).

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 BUILDING CONFIDENCE

Can you remember? Tell Ss to memorise

what each character is doing, and then
to close their books. Ask them, e.g. Is
Annie writing? You can make it more
challenging by including the frame
number, e.g. Is Eric playing on the
computer in frame 4?

4 1
Homework
Ask Ss to bring four cut-outs from
magazines or drawings of people
performing different activities (the ones
they’ve seen). You can also ask them to
bring photos of themselves performing any
of the activities they’ve seen so far.
Optional homework:
Ask Ss to look for information on
plesiosaurs: what they looked like, how
tall they were, what they ate, whether they
were dinosaurs or not, and you can also
ask them to do research on the Loch Ness
monster. You can ask the classroom teacher
to help them do so.
3

WB EX 5 PAGE 117

2 5

10 a) Read and circle

› Ask Ss to focus on the icons for instructions and tell you what to do. The names they have below
each speech bubble are the names of the person carrying out the activity. Ask Ss to see where
they think they can find the information. Make sure they’ve understood that they can find the
information in the exercise below (b).
› Give them time to do the activity, then check on the bb.

b) Now, read and number

› Ask Ss to focus on the icons for instructions and tell you what to do.
› Check the answers on the bb.

Unit 3 >> 45

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 Getting started Ness monster. What’s their opinion of the latter and the plesiosaurs
which are said to live in our lakes?
Start the lesson with the routine suggested in the Introduction.

BUILDING CONFIDENCE Ask the classroom teacher about the children’s families,
Flashing game. Tell Ss to take out the cut-outs. Ask one of them especially grandparents.
to flash his/ her cut-out and ask his/ her classmates, e.g. Is he
playing hockey? This is a good opportunity to work on language
awareness. Ask Ss when they’d use he and when she. BUILDING CONFIDENCE

1 Memory game. Ask Ss to number the panels. They should try

to remember what the characters are doing in each panel. Once

My grandma Nessie they have closed their books, ask them, e.g. Is Tommy watching
TV in panel 3?

2 Act out. Tell Ss they’ll be acting out a part of the story. Have
› Ask Ss to open their books at page 36 and to look at the title. You can them repeat after the recording, line by line, imitating the
bring photos of your own grandmother and introduce her to Ss, e.g. characters as far as possible. It is advisable to work on only one
Look, my Grandma so that they can understand the title. panel at a time, and to focus on panels 3 to 6.
› Focus Ss on the first panel and on Tommy’s expression. Why is he
excited? Ask Ss to look at panels 2 and 3 and elicit from them who
may be phoning Plucky. MP3 TRACK 35
› Ask Ss to look at the second panel on page 37 and ask them Who’s
this? Accept all their answers. Encourage Ss to imagine what is going
on.
› Play the recording and ask them to read the comic strip. 1 Read and match
› Once you’ve checked with the classroom teacher about the children’s
grandparents, you can ask them if they live close by or a long way › Have Ss look at the icons for instructions and tell you what they have
away. In the latter case ask them how they get in touch and whether to do.
they visit each other regularly, etc. › Give Ss time to do the matching before checking on the bb.
› Tommy can be seen sitting in an arm-chair because he needs a wheel
chair only to move around. You can point this out to Ss.
› If the Ss have done research on plesiosaurs, you can ask them about
the information they’ve found on plesiosaurs and Nessie, the Loch

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 Annie
Tommy
Eric

He He
Emma
Mum
Dad
She She

BUILDING CONFIDENCE

Name the children. Ask Ss to name the children in Exercise 1

(they should all agree on the names). Then ask them, e.g. Is [Mateo]
drawing a baby? If Ss are ready, you can ask them to put the
questions to the rest.
2 Look and complete
› Tell Ss to look at the icons and tell you what they have to do. Have
them read the sentences and tell you what is missing in each sentence
SO
(he or she). Elicit from them how they’ll decide which one to write.
› Check on the bb.
Song
› Ask Ss to read the song and decide which picture illustrates each part.
› Play the song once. Then play the song again and invite Ss to join in.
You can do it in chunks this time for Ss to listen to each line and then
sing it.
› You can divide the class into two groups (or four). Each group is in
charge of remembering one part of the song (either the first two or
four lines), and everybody has to remember the chorus. While one
group sing their part, the others can mime what they are saying.
› You can refer to the DVD for ideas.
N GS
MP3 TRACK 6

BUILDING CONFIDENCE

3 Guess!
› Tell Ss to look at the icon and the situation and tell you what they have
to do (the T mimes an action and Ss have to say what he/ she is doing).
Make sure they do not use the intonation for questions.
A new song. Tell Ss you’ll all create a new song by changing some
of the words. Elicit from them which words they can change (some
of the nouns, the actions). Ask Ss to dictate to you which new
words they can use. Write them on the bb for the Ss to refer to
when they’re writing their song.

WB EX 6 AND 7 PAGE 102

OUR POSTER
First ask Ss to select one of their cut-outs. They should draw a speech
bubble and write what the character is doing, e.g. I’m watching TV.
Collect the Ss’ cut-outs and speech bubbles to make the poster. Each
student will glue his or hers. Remind them of the rules for this activity. If
a child didn’t bring any cut-outs, he/ she would have to draw a person
performing an activity.

Unit 3 >> 47

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 WB

nine fifteen
Annie sixteen twenty
eleven thirteen
Tommy nineteen seventeen
Kim eighteen fourteen twelve

Eric

Emma

My brother Mum
Mr Pluck Mrs Pluck
My dog Robby My sister

1 Read and write the name 3 Write the number

Focus: identification of the name of the action.
› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.
Focus: identification of the number which is missing in each
sequence.
› First Ss should look at the icon and tell you what they have to do.
› Ss do the exercise orally first. As they’re doing the exercise, tell them
they can write the missing numbers.

EXPANSION
You can ask Ss to bring 5 cut-outs of people performing different
EXPANSION
activities. Ss can write a caption below each cut-out, e.g. (Maggie) Ask Ss to bring five sequences on a separate sheet to exchange
is listening to music. with other classmates.

2 Read and match 4 Write

Focus: identification of actions.
Remind Ss of their reference sources.
› First Ss should look at the icons and tell you what they have to do.
› Elicit from Ss what they can do so as to make the matching clearer
when checking (either different colours or numbers).
› Ask the Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.
Focus: to decide on which nouns/ names are feminine and which are
masculine.
You may need to focus Ss’ attention on the use of Mr and Mrs.
Elicit from Ss what strategies they can use to remember that she is
used for girls and women and that he is used for boys and men.
› First Ss should look at the icon and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.

EXPANSION
Ss can bring cut-outs or drawings of people performing actions
EXPANSION
and a speech bubble in which they say what they’re doing. You can give Ss further options: Miss Kenny, Cecilia, Jeremy, my dog
Cata, Clarita, Mr Kenny, Laura.

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 EXPANSION
You can ask Ss to bring an answer to the question they haven’t
ticked.

✓
7 Look and write
Focus: language awareness, meaning of the stems.
✓ You can elicit from Ss where they can find this type of text, in which
there is a photograph or drawing and a caption below (illustrations
in magazines, newspapers or the Internet, for instance).
✓
› First Ss should look at the icons and tell you what they have to do.
✓ › Ask the Ss to do the exercise orally before they put it in writing.

EXPANSION
You can ask Ss to bring photos with a caption below.

He’s listening She’s She’s Kim’s Answer Key

to music drawing writing watching TV
CLIL Pages
Answers: 1 No, 2 Yes 3 No, 4 No, 5 Yes, 6 No

5 Read and circle
Focus: to decide on the correct option.
Work on language awareness by asking Ss to account for each choice.
› First Ss should look at the icon and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing. For
each of the answers, ask them to explain the reason for their choice.
› Check the answers on the bb.
Further Practice
Activity 1: 1 I’m; 2 She’s; 3 I’m; 4 She’s; 5 He’s.
Activity 2: 1 is listening to music. 2 is playing on the computer.
3 is playing football. 4 is drawing. 5 is watching TV.
Activity 3: 1 twenty; 2 fourteen; 3 seventeen; 4 fifteen;
5 eighteen; 6 thirteen.
Activity 4: 1 No, she isn’t. 2 Yes, I am. 3 Eric. 4 No, she isn’t.
5 No, it’s Tommy. 6 My table.

EXPANSION
You can ask Ss to write sentences using the option they have not
circled.

6 Read and tick

Focus: identification of the correct question by focusing on the
answer.
You can elicit from Ss what clues each answer gives them, e.g. My
dad refers to a person, therefore the correct question should be one
with the word who.
Elicit from them where they can check if they have doubts.

› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.

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 4
VOCABULARY
Adjectives: tall, short, fat, thin, nice, beautiful,
big, small
Numbers: 21 to 59
GRAMMAR
They’re

ANSWERS TO
Are they…?
How old…?

ORAL INTERACTION
Let’s…
You´re (sad)
Well done!
And now?

RECOGNITION
Feelings: sad, angry
Weather conditions: cold, hot
They’re twins

LANGUAGE AWARENESS
Phonological differences between English and
Spanish
Print/ sound relationship
No plural for adjectives
Use of is, am, are

See Introduction for suggestions

on how to tackle activities and develop
cognitive, social and intercultural awareness
in children.

Getting started
Start the lesson with the routine suggested in
the Introduction.

Introduction of tall, short, fat,

thin, beautiful
› You need cut-outs of women from magazines
or newspapers: one should be tall and thin,
another one tall and fat, a third one short
and thin and the last one short and fat. Stick
the four cut-outs on the bb and tell Ss you’ll
describe these women for them to write their
names below each picture. Your can write the
names on the bb, e.g. Brenda, Lucy, Greta,
Megan.
› Describe one of them using gesture, but
without pointing to her, e.g. Megan is tall
and fat. She’s beautiful. Do this with the
other four women.
BUILDING CONFIDENCE
1 Look and listen
Possible lead-ins (you may choose):
a. Tell Ss what you have for tea, who with, and what you chat about with them at tea time. Then, ask
Ss questions on the same topic.
b. If you have any photos in your wallet, show them to Ss and tell them many people like to have the
photos of their loved ones with them. Then, ask Ss to open their books at page 40 and to focus on
the comic strip for them to infer whose photos Plucky and Annie are showing to their friends.
› Play the recording for Ss to check their predictions.
› Ask Ss how Plucky feels about his Grandma and how Annie feels about her sister (they are both
proud).
› Make sure Ss understand that beautiful refers to being really attractive while nice means friendly,
kind, enjoyable, not necessarily beautiful in terms of look.
MP3 TRACK 36

Name them. You can use the same

procedure as before, but this time with
cut-outs of men.

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 MP3 TRACK 37
Mrs Pluck: Hello! I’m Mrs Pluck. Look at the
family photo. I’m twelve here.
This is my mum. She’s tall and
fat. She’s beautiful. This is my
sister. She’s short and thin. And
this is my brother. He’s tall and
thin. He’s very nice. And look!
My grandma! She’s very tall!

4 5
BUILDING CONFIDENCE

Memory game. Play the recording again

3 1
and stop after each description. Tell Ss the
character’s name, e.g. She’s Betty [Mum],
Fay [sister], Tim [brother]. Then, name one
of the characteristics for Ss to name one
2 of the characters, e.g. Short. Fay!

b) Now, read and write

5 3
the number
› Ask the Ss to look at the icons and tell you
2 4 what to do.
› Give Ss time to do the activity.
› Check on the bb.

3 Memory game
› First ask Ss to look at the icon and tell you
what to do.
› You can invite Ss to name characters. They
can also include characters from well-known
stories, comics, etc.

BUILDING CONFIDENCE

Act out. Tell Ss to imagine they’re making

BUILDING CONFIDENCE a presentation for a show. They have to
greet the audience, say their name, their
1 Can you remember? You need the cut-outs you have used to present the adjectives. Show
age and give a description. Finally, they
only a part of the cut-out and ask Ss, e.g. Is he tall? Is she beautiful?
have to talk about their families, e.g.
2 Name them! Tell Ss you’ll name people or characters they know for them to say a word that Hello! I’m Agustina. I’m nine. I’m short
describes them, e.g. Mickey Mouse. Short! and thin. I’m nice. I have a brother.
I don’t have a sister. You can write labels
on the bb to help Ss remember, e.g.
name, I’m…, tall/ short…, family.
This is a good opportunity to work on acceptance of differences as regards physical
appearance.
WB EX 1 PAGE 119

2 a) Listen and number Homework

› Ask the Ss to work on the icons. Ask Ss to bring photos of their brothers or
› Remind Ss of the rules for listening. sisters or photos of themselves when they
› Play the recording as many times as necessary. were younger.
› Check on the bb.

Unit 4 >> 51

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

Look at my photos! Ss take it in turns to

4
show one of their photos and describe it,
e.g. Look! Maria’s short and nice. 3

1
Introduction of big and small
› Tell Ss you’ve bought some school objects
that you have to give Plucky or Kim. Ask Ss, Is
Plucky short? Is Kim tall? 2
› You need drawings of big and small school 5
6
objects.
› Stick the character flashcards on the bb. Show
a (big) school bag and tell Ss, e.g. Look, a big
school bag (use gesture). Is it for Plucky or Kim?
Do the same with the other school objects.
4 2 5

BUILDING CONFIDENCE 3 1 6
Point to! Draw a big circle on the right
hand side of the bb and a small one on the
other side. Tell Ss they have to point to the
correct circle as you say Big or Small.

4 a) Listen and number

› Ask Ss to open their books at page 42. Ask

them to tell you what to do.
› Play the recording and check the answers on
the bb.

MP3 TRACK 38
Number 1 is a big school bag.
Number 2 is a small pencil case.
5 Guess!
Number 3 is a small rubber. › Ask Ss to look at the icon and tell you what to do.
Number 4 is a big pencil case. › Show them they have to mime a school object and its size for the others to say what it is. You can
Number 5 is a small school bag.
mime two or three yourself and then ask Ss to come to the front and do the miming.
Number 6 is a big rubber.

BUILDING CONFIDENCE
BUILDING CONFIDENCE
Miming game. Call one student to the front and tell him/ her to perform an action, e.g. Read a
Memory game. Ask Ss to memorise the big book. He/ She shouldn’t do it overtly. The rest have to guess, e.g. He’s reading a big book.
pictures and to close their books. You’ll This is a good opportunity to integrate previously seen items, e.g. table, chair, school objects,
describe one of the school objects for etc.
them to say which one it is, e.g. A small
rubber. Three!
Introduction of numbers 30 to 50
› Write 30, 40 and 50 on the bb. Write 1, 2 and 3 below them. Tell Ss you’ll say a number, and they
b) Now, read and write the have to tell you which one it is, 1, 2 or 3. Say the numbers in random order.
number › Say 30 again and ask Ss if they can relate this number with any other number (three and thirteen).
Do the same with 40 and 50. Work on the difference in pronunciation.
› Ask Ss to read the phrases to themselves first.
› Give them time to do the exercise, then
check on the bb.
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 MP3 TRACK 39

Language awareness: How old…?

› Focus Ss’ attention on panel 1. What does
Plucky want to know? Then focus their
attention on the answers. Ask them why one
starts with he and the other one with she.
› Ask one of the Ss How old are you? If he/ she
can’t answer, give him/ her options, e.g. Are
you two? Four? Eight? Ask Ss what you want
to know. Then, tell them to concentrate on
the answer: I’m [9]. Ask them why they use
I’m and not he’s or she’s.
› Ask Ss how we say this in Spanish - tener.
Help them notice it is different in English.

Remember that at this stage,

our attention is focused on the
answers and not on Ss producing
the questions.

BUILDING CONFIDENCE

Memory game. Write these names on the

bb: Danny, Jim, Ken, Pam, Maggie, Lucy.
Below them, write 27, 36, 52, 19, 41 and
38. Tell Ss to memorise the information,
then erase the bb. Ask Ss, e.g. How old is
Lucy? How old is Jim?

7 Read and match

› Ask Ss to tell you what to do.
› Check the Ss’ answers on the bb.

BUILDING CONFIDENCE

1 Point to… Write numbers 30, 40 and 50 wide apart on the bb. You can make your own cards 8 Guess!
and use them. As you name them, Ss have to point to the correct number.
› Ask Ss to tell you what to do.
2 Show me… Ask Ss to write numbers 0 to 9 on pieces of paper. Name numbers for them to
› You can invite Ss to write the numbers in the air.
show the correct card, e.g. 45, 39. If you find Ss are not ready, start with numbers 31 to 39,
then do the 40 series, the 50 series and finally combine them all.
3 Counting game. Tell Ss they have to be quick at counting. Ask them, e.g. How many chairs? BUILDING CONFIDENCE
Two? Fourteen? Ask different questions. What’s the number? Show numbers to
Ss using your hands, e.g. show 4 and 7
with your fingers for them to say what
number it is (47).
6 Look and listen
› Ask Ss to tell you what to do. Ask Ss to infer whose room it is and to account for their answers. Since
this is the first time Ss see Tommy’s room, you may want to show them his bed is like everybody WB EX 2 PAGE 119
else’s bed, and that there is nothing special in his room. Play the recording and ask Ss to read.
› Ask Ss what the children are talking about. Ask them how, nowadays, we can communicate with
our loved ones in spite of distance (emails, letters, phones, mobile phones, txt messages, etc). Tell
them that people in the past weren’t that lucky.
Homework
› You can ask Ss to write the figures they hear in the recording (8, 40, 59). Ask Ss to bring big cut-outs of numbers
› Remind Ss that Eric and Emma are 8, and they’re brother and sister. Anything special? They’re from magazines and newspapers.
twins. You can ask Ss if they know any twins.
Unit 4 >> 53

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Cut-outs. Ask Ss to take out the cut-

outs they’ve brought from home. Ask
them to write the numbers on separate
sheets. Collect the numbers and the
words, shuffle them and have Ss go to
the front and match them.

2 Number and colour dictation. Dictate

numbers to Ss and mention the colour
they have to use, e.g. Thirty seven, red.
Make sure they have the necessary
coloured pencils first.

3
Introduction of are and they’re… 5
› Tell Ss you’ll test their memory. You’ll give
them information and they’ll have to say Yes
or No, e.g. Eric and Emma are twenty. Mr 1 4
and Mrs Plucky are yellow. Robby and Pluto
are dogs. Mickey Mouse and Minnie Mouse
are small. 6
› Tell them you’ll focus on Cinderella and Snow
White (or any other character Ss may be
familiar with). Start telling Ss, e.g. Cinderella
and Snow White are beautiful. Ss say Yes or
No. They’re fat. They’re three.

Language awareness: are and

they’re
› Write Mr and Mrs Pluck are green. Focus
Ss’ attention on the fact that you’re talking
about more than one person. Then elicit from
them how they’d refer to Mrs Pluck and her
colour: Mrs Pluck is green. Do the same with
MP3 TRACK 40
Mr Pluck.
› Do the same with two objects, e.g. My school Tommy: My grandma’s fifty.
bag and my pencil case are big. Emma: My mum’s thirty eight.
› Elicit from Ss when to use are and when to Eric: My dad’s forty three.
Plucky’s dad: My two sisters are forty four.
use is. Focus Ss’ attention on the fact that we
Plucky’s mum: My brother and my sister are fifty one.
use they for people and objects.

9 a) Listen and match b) Now, read and write the number

› Ask Ss to open their books at page 44 and to
focus on Exercise 9 a). Elicit from Ss what they
have to do.
› Check Ss understand they have to match
what each character says to the number they
name. Since there are six characters and 5
numbers, elicit from Ss whether they will
draw a line from each character or not.
› Check the answers on the bb.
› Elicit from Ss what they have to do.
› Give them time to do the activity, then check the answers on the bb.
BUILDING CONFIDENCE
1 More comments. Ask Ss to add comments to what the characters have said about their
families. Write what Tommy says on the bb: My grandma’s fifty. Elicit from Ss what else you
can say about her, e.g. She’s tall. She’s beautiful. Focus Ss’ attention on the use of pronouns.
2 Picture dictation. Tell Ss they have to draw and colour according to what you say. Tell them,
e.g. I have two books. They’re small and green.

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 b) Now, read and write the
number
› Ask Ss to focus on the icons for instructions
and tell you what to do.
› Check answers on the bb.

BUILDING CONFIDENCE

1 Act out. You need one of the flashcards

or you can refer to one of the drawings
in the book. Elicit from Ss what you
can say about the character, e.g. Look!
Miss Kenny. She’s thirty one. She’s tall.
Pam Maggie She’s beautiful. She’s reading. (panel
2, page 30). Then, encourage the Ss to
introduce the characters to the rest.

Susan 2 Is it true? Tell Ss they have to hide

something behind their back and
inform the class about it, e.g. I have
two books. They’re big [or red]. The rest
have to decide if it is true or not. Since
this activity focuses on they’re, tell Ss
they have to hide at least two elements
Matty
of the same kind.
Tony
3 Guess! Same procedure as before, only
this time Ss have to tell you what they
have, e.g. I have three pens. Tell Ss you
5 can use only three chances to guess
colour or size, e.g. Are they blue? Are
1 they small? Remind Ss they have to
answer Yes or No.
3
4 Read and draw. Write the following on
2
the bb and ask Ss to draw them: 1 My
4 books are blue. They’re big. 2 Look at
the pencil cases. They’re small. 3 Look!
My two sisters! They’re tall. 4 My two
brothers? They’re twenty eight.

10 Look and say WB EX 3 AND 4 PAGE 120

› Ask Ss to focus on the icons for instructions and ask them what to do.
› Remind them of the rules for participating.

Homework
Ask Ss to bring a drawing of at least two
11 a) Listen and write the name objects of the same kind, colour and
size (as in the previous BC). They should
› Ask Ss to focus on the icons for instructions and tell you what to do. The names they have in boxes also bring cut-outs of people or animals
are the names they have to write. showing a physical characteristic (tall,
› Remind Ss of the rules for listening. Elicit from Ss what they have to pay attention to when they short, etc).
listen.

MP3 TRACK 41
Susan: I’m forty six. I’m tall. In this photo I’m watching TV. My name’s Susan. I have a sister,
Maggie. She’s thirty seven. She’s short and beautiful. She’s writing. This is my brother Matty.
He’s forty three. He’s short. He’s listening to music.
Pam: Hello! My name’s Pam. I’m twenty four. Look at my photo. I’m tall. I’m reading a book.
I have a brother, Tony. He’s fifty. He’s tall and very nice! He’s playing on the computer.

Unit 4 >> 55

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 Getting started BUILDING CONFIDENCE
Start the lesson with the routine suggested in the Introduction. 1 An email to… Ask Ss to focus on the email and use it as a model.
Tell them they should write one to their grandma or somebody
they love. You can make a classroom display of the Ss’ emails.
BUILDING CONFIDENCE

Flashing game. Tell Ss to take out their drawings. Ask one of them 2 Memory game. Ss should look at the comic strip for a minute
to flash his/ hers for you to guess, e.g. Are they rubbers? You can before closing their books. Tell them you’ll say something and
tell Ss to give you five chances for them to keep count. Ss will have to identify who says it in the comic strip, e.g. I don’t
have a computer. Plucky!

grandma_nessie@scotland.com MP3 TRACK 42

› You can lead in by asking Ss if they write to friends or relatives. If they

do, ask them what they write (letters, emails, txt messages, etc.). You 1 Read and circle
may also tell them about yourself.
› Ask Ss to open their books at page 46 and to look at the title. If › Have Ss look at the icons for instructions and tell you what they have
they are familiar with email addresses, they will have no trouble in to do. Check they understand there are two options for each number.
identifying this one. If Ss do not identify the title as an email address, › Give Ss time to do the exercise before checking on the bb.
you may start by asking them about their home address or the school
address. Then tell them that email addresses have a format of their BUILDING CONFIDENCE
own as well. You can explain to them that @ is called at in English and
arroba in Spanish and that it means ‘in’. If there is a computer room in A new email. Ask Ss to rewrite the email using the information
the school, you can take the Ss there and write a real email. which has not been circled, e.g. I have five friends at school. First,
› Ss may not be familiar with Scotland or its location. You can tell them check with them where they’d make the changes, then give them
about the legend of the monster of Loch Ness. time to write the new emails.
› Ask Ss to look at the panels and predict what is going on. Play the
recording and let Ss check their predictions.
› You can focus Ss’ attention on how friends help one another.
› You can ask Ss how good their mum/ dad/ grandma/ grandpa are at
handling a computer. Plucky’s grandma seems to have the know-how!

56

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 twenty nine She
She fifteen
She is thin
thirty seven He tall
He twelve
He’s short
He’s

2 Look and complete BUILDING CONFIDENCE

A new song. Tell Ss you’ll create a new song by changing some of

› Tell Ss to look at the icons and tell you what they have to do. Have
them read the sentences and to tell you what is missing in each
sentence (he or she, the action they’re carrying out or the description).
Elicit form them how they’ll decide what to write.
› Check on the bb.
the words. Elicit from them which words they can change (some of
the nouns, the actions). Ask Ss to dictate to you which new words
they can use. Write them on the bb for the Ss to refer to when they
are writing their song.

WB EX 5 AND 6 PAGE 121 OUR POSTER

First ask Ss to take out their people or animal cut-outs. You need
seven sheets of poster or cartridge paper. Write one of the physical

Song
characteristics on top of each (fat, short, beautiful, thin, tall, big, small).
Have Ss glue their cut-outs on the right poster.

› Ask Ss to read the instructions. You may elicit from them what words
they think are missing. Write the options on the bb.
› Play the song once and check answers.
› Play the song and invite everybody to join in. You can divide the class
into two groups, and have each group sing one line at a time.
› You can refer to the DVD for ideas.
N GS
SO
MP3 TRACK 7

Unit 4 >> 57

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 WB
1 Circle 5 adjectives. Then, look and
complete
Focus: identification of adjectives.
tall
thin
› First Ss should look at the icons and tell you what they have to do.
If they are not familiar with the adjective concept, tell them it’s a
characteristic or quality.
› Ask the Ss to do the exercise orally before they put it in writing. beautiful
› Check the answers on the bb.

EXPANSION short
You can ask Ss to bring their own word searches. fat

2 Write the number fifty one fifty four

thirty nine thirty two
Focus: numbers and calculations.
thirty seven twenty nine
forty six thirty nine
› Remind Ss of their reference sources.
› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally first.
› Check the answers on the bb. You can teach +, - and =, e.g. Two plus
four minus one equals five.

EXPANSION
EXPANSION
You can ask Ss to write sentences using the option they have not
Ss can bring their own calculations, which they can exchange with
circled.
other classmates.

3 Look and complete. He’s, she’s 5 Read and match

or they’re? Focus: questions and answers.

Focus: identification of the pronoun and verb form.
› First Ss should look at the icon and tell you what they have to do.
› Ss do the exercise orally first. You can ask them to account for their
answers.
› You can elicit from Ss what clues each answer gives them, e.g. Are you
requires a Yes or No, + I’m answer.
› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.

EXPANSION EXPANSION
You can use any of the panels of the comic strips and give Ss You can ask Ss to bring a different answer for each question.
further examples.

6 Look and write

4 Read and circle
Focus: identification of what type of information is needed in order
Focus: language awareness. to complete each sentence.

› Work on language awareness by asking Ss to account for each choice.
› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing. For
each of the answers, ask them the reason for their choice.
› Check the answers on the bb.
› You can elicit from Ss where they can find this type of text, in which
there is a photograph or drawing and a caption below (illustrations in
magazines, newspapers or the Internet, for instance).
› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.

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 They’re
She’s
She’s
They’re
He’s
He’s
They’re

He’s tall and She’s short She’s short

thin. He’s and thin. She’s and fat. She’s They’re tall and
reading listening to playing. thin. They’re
music watching TV

EXPANSION S TORYLINE M AG A NSWERS

You can ask Ss to bring photos with a caption below. The secret word
1 Pencil 3 Book 5 Table
2 Chair 4 Pencil case 6 Glue
S TORYLINE M AG Secret word: School bag
The secret word
› Elicit from Ss where they can check words and spellings. Word search
› Give them time to do the exercise and check on the bb. Qualities: nice, thin, fat Colours: pink, blue, red
Numbers: one, seven, twelve School objects: glue, pen, rubber
Tongue twisters
› Read out the tongue twisters and ask Ss if they know the
Spanish name for this. You can also ask them if they know any
tongue twisters in Spanish. Answer Key
› Help them learn the tongue twisters by having them repeat it in
chunks. Let them say it to themselves several times before they CLIL Pages
say it out loud. Answers: 1 past, 2 past, 3 past and present, 4 past and present,
5 past, 6 past and present, 7 present, 8 present, 9 present,
MP3 TRACK 43 10 present, 11 present, 12 present
Word search
Further Practice
› Check that Ss remember what you mean by each of the
Activity 1: 1 I’m; 2 eight; 3 have; 4 She’s; 5 She’s; 6 nice; 7 They’re;
categories. You can do so by asking them to provide at least one
8 She’s; 9 tall; 10 He’s
example of each.
Activity 2: 1 thirty, fifty; 2 twenty-five, twenty-nine; 3 forty, fifty,
› Give them time to do the exercise and check on the bb.
fifty-five; 4 forty-eight, fifty-six; 5 twenty-seven, forty-seven, fifty-
Tic tac toe seven; 6 eleven, thirty-one, fifty-one.
› Tell Ss this is the English name for Ta te ti. It is also called Noughts Activity 3a: 1 She’s; 2 tall; 3 thin; 4 playing tennis
and crosses. It is advisable for the T to assign the pairs first. Activity 3b: 1 He’s; 2 He’s; 3 thin; 4 listening to music
› Tell Ss they can draw an X or an 0 if they can say the word in the 1 They’re; 2 He’s; 3 thin; 4 writing
square they have chosen. 1 She’s; 2 She’s short; 3 drawing
› Ss can use the board again. They can bring small drawings to 1 They’re; 2 tall and thin; 3 playing on the computer
place in the squares. Activity 4: 1 How old is your grandpa? 2 Is your grandma nice?
› You can ask Ss to bring their own versions of the games 3 How old are your grandma and grandpa? 4 Are Eric and Emma
presented to produce their own Storyline Mags. playing? 5 Are your grandpa and grandma tall?

Unit 4 >> 59

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 5
VOCABULARY
Parts of the face/ body: body, ears, eyes, hair,
head, mouth, nose
Colours: black, brown, purple, orange
Food: apple, orange, banana, fruit salad, fish
GRAMMAR
His, her, my
a/ an

ANSWERS TO
Are you…?
Is he/she…?
ORAL INTERACTION
What fun!
Me too! Ouch!

RECOGNITION
Feelings: tired, exhausted
Weather conditions: snowing, windy

LANGUAGE AWARENESS
Phonological differences between English and
Spanish
Print/ sound relationship
Use of his, her
Gender

See Introduction for suggestions

on how to tackle activities and develop
cognitive, social and intercultural
awareness in children.

Getting started
Start the lesson with the routine suggested in
the Introduction.

Introduction of food vocabulary

› You need these flashcards: banana, apple, 1 Look and listen
orange, fish and fruit salad. Stick them on the
Possible lead-ins (you may choose):
bb and write a number below each, from 1
a. You can tell your Ss about your parents’ jobs. You can also ask them about their parents’ jobs. You
to 5.
can ask them whether any mother/ father of theirs likes fishing. If any does, ask them about where
› Tell Ss you’ll mime the food items, and they
they fish (seaside, river, lake) and what they’ve caught.
have to guess which one you’re miming by
b. You can tell Ss which of the three fruits you liked the most when you were a kid.
saying the number. Mime a person eating an
apple and say An apple. Ss should say Two! › Ask Ss to open their books at page 52 and to focus on the comic strip. Elicit from them what the
Do the same with the other food items. characters may be talking about. You may ask Ss why Annie’s dad is in the boat.
› Play the recording and let Ss read.
› Ask Ss how the tourist feels. Show Ss how happy Plucky is. Emphasise how important and
BUILDING CONFIDENCE
rewarding it is to help others.
1 Drawings in the air. Tell Ss they’ll have › You can also ask Ss which areas tourists like visiting and if they have ever met any tourists.
to make drawings in the air following
your instructions, e.g. A banana. A fish.
MP3 TRACK 44
2 Point to… Place the flashcards on the
bb. As you name each food item, Ss
BUILDING CONFIDENCE
point to the correct card.
Can you remember? You need the food flashcards. Do not concentrate on a/ an yet. Show
only a part of the card and ask Ss, e.g. Is this a fish? Is this an apple?

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 b) Read and match
› Ask Ss to look at the icons and tell you what
to do. Elicit from them how they can make
the matching clearer (different colours).
› Give Ss time to do the activity and check on
the bb.

BUILDING CONFIDENCE

Flash it! You’ll be flashing the food flashcards

for Ss to say what each is, e.g. A banana!

3 Look and say

› Ask Ss to tell you what to do.
› Remind Ss of the rules for participating.

An apple A banana A teacher An orange BUILDING CONFIDENCE

Memory game. Tell Ss to number the

pieces in Exercise 3. Check they all have
the same numbers. Once they close their
books, name a number for Ss to say what
it is, e.g. Number two. A chair!

A fish A table
A chair A fruit salad
4 Guess!
› Ask Ss to tell you what to do.
› You can start doing the miming yourself, and
then you can ask Ss to do so. You may give
group work a try.

Introduction of making
› Ask Ss to look at the second panel in the
comic strip and tell them that Annie’s mum
is making a fruit salad. Tell Ss you’ll mime an
2 a) Listen and point action and describe it, and they’ll have to say
if what you’re saying is true or false.
› Ask the Ss to work on the icons. Remind them of the rules for listening. › Mime somebody chopping fruit and say I’m
› At this stage, it is better to work on the food items only. You can make the activity more making a fruit salad. Then pretend you’re
challenging by naming two or three items together. a carpenter making a table, and tell Ss I’m
making a chair.

MP3 TRACK 45
BUILDING CONFIDENCE
Banana… orange… pencil case… fish… pencil… fruit salad… apple…
Miming game. Ss pretend to be
manufacturers. They’ll mime an action
BUILDING CONFIDENCE of making something and will say what
they’re making for the others to decide
Guessing game. Tell a student to draw a small part of one of the food items on the bb (tell if it is true or false. You can make a list on
him/ her what to draw). Tell the rest they’ll be given two chances to guess, e.g. Is he/ she the bb of all the things Ss know how to
drawing an apple? You’ll ask the questions. say that can be made.

Introduction of a/ an
Homework
› Tell Ss to make drawings in the air, e.g. Two apples. Then say An orange. A banana. Write these
two on the bb and ask Ss why we say An orange but A banana. If they cannot get it right, give Ask Ss to bring cut-outs of the food they
them more examples, e.g. an apple, a fish. If necessary, ask them if it is easy to say ‘a apple’. have seen.

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE 1
1 Show me! Tell Ss you’ll name different
food items for them to put up the
correct cut-out, e.g. An apple!

2 What’s this? Ss take it in turns to show

a small part of one of their cut-outs for
the rest to guess what it is, e.g. A fish!

3 2 4
Introduction of his and her
› Ask a girl to give you three school objects.
Put the items in a bag (not transparent) and
tell Ss they’ll have to guess. Hold one of the 4 3
objects inside the bag and without showing
it to Ss, tell them, e.g. This is her pencil. Once 1 2
they say Yes or No, show them the object. Do
the same with the other objects.
› Do the same as before, but this time ask a
boy to lend you three items.
› Ask Ss whose objects you are talking about
when you say Is this her pen? (the girl’s).
Then ask them why you say Is this his pen?
Give them more examples if necessary.

BUILDING CONFIDENCE

Point to… Ask a boy and a girl to give

you three school objects. Place them
wide apart on the bb sill. As you name the
1
objects, they have to point to them, e.g.
Her pencil case. His rubber. 4 2

5 a) Listen and number

› Ask Ss to open their books at page 54. Ask
them to tell you what to do.
› Play the recording and check the answers on
the bb.
b) Now, read and write the number
› Ask Ss to read the phrases to themselves first.
› Give them time to do the exercise, then check on the bb.

MP3 TRACK 46
6 a) Listen and match
Number 1: Look! That’s Emma. › Ask Ss to look at the icons and tell you what to do.
Number 2: That’s her dog, Robby. He’s very › Play the recording and check the answers on the bb.
nice!
Number 3: This is her dad. He’s short.
MP3 TRACK 47
Number 4: Look at her mum.
Look at Eric. His pencil case is yellow and white. His rubber is blue and red. And his pen is green.

BUILDING CONFIDENCE

A boy’s family. You’ll need cut-outs of BUILDING CONFIDENCE

a boy’s family. Stick them on the bb and
A new matching. You’ll need a photo of a boy and a girl and of items Ss can name, e.g. table,
draw a box (as in Exercise 5). Write a script
apple, etc. You need two of each kind. They should be different in size or colour. Stick the two
following Exercise 5, but number the
photos on the bb and write the names below, e.g. Greg and Brenda. Tell Ss they have to stick
characters as from 5.
the cut-outs according to your description, e.g. His table is small. Her chair is big.

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 7 Look and listen
› Ask Ss if they have ever made a snowman,
and if they have, ask them what they used
apart from snow.
› Ask Ss to look at the icons and tell you what
to do. Remind Ss of the title of the unit: A
snowman.
› Play the recording and let Ss read.

MP3 TRACK 48

BUILDING CONFIDENCE

1 Touch it! Tell Ss that they’ll have to

touch the part of the body you name.
Start with head and body.

2 Finger miming. Agree with Ss how

to mime each part of the face. As you
name each, they should mime it.

8 Listen and number. Then,

match
› Ask Ss to tell you what to do.
› Play the recording and check the answers on
5 3 the bb. Then help Ss identify the written words.
› Let Ss do the matching, and then check the
4 answers on the bb.
7
› Elicit from Ss why we use his.
2
6
MP3 TRACK 49
1
Look at the snowman. This is his body and
this is his head. Look! His eyes! And his ears.
This is his hair. And this is his mouth. And
here’s his nose.

b) Now, read and write the number

BUILDING CONFIDENCE
› Ask Ss to tell you what to do.
› Give Ss some time to do the activity and then check the answers on the bb. What’s the number? Ask Ss to memorise
the picture in Exercise 8. After they close
their books, name a part of the body for
Language awareness: his and her Ss to say its number. You can also say a
› Stick Emma’s flashcard on the bb, together with cut-outs of pencils, a school bag, Eric, Plucky and number for Ss to say what it is.
Annie. As Ss identify each flashcard, write on the bb, e.g. her pencils, her friend Plucky, etc.
› Focus Ss’ attention on the fact that her doesn’t change for singular or plural nouns, as it does in
Spanish. Ask Ss why we say her brother, if brother is masculine: because it’s Emma’s brother. Do Homework
the same with Eric.
Ask Ss to bring big cut-outs of parts of the
face from magazines and newspapers.
BUILDING CONFIDENCE

Matching game. Stick the twins on the bb. You need (red) objects for Emma and (blue) objects
for Eric. Tell Ss that as you show them each cut-out, they have to guess if it’s his or hers, e.g. Her
school bag, his chair. Ss will have to crack a secret code you have. As Ss guess, you may place
the objects together for Ss to see what they have in common.

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Mouth it. Tell Ss you’ll mouth a part

of the face, and they’ll have to say the
word and touch the correct part of their
face. It is important to ask them to do
so in order to check they know what
each word means.

2 Show me… Ask Ss to take out the

cut-outs they’ve brought from home.
As you name a part of the body, they
should show you the right picture.

3 A snowman dictation. Describe a

snowman for Ss to draw, e.g. His head
is small, his body is big, his eyes are
red, his ears are big, etc.

Introduction of short and long

› Tell Ss you’ll describe somebody they know
to check their memory, e.g. Mafalda. Tell
them her head is big, her nose is small, and
finally with gesture her hair is long. At this
point, they should tell you you’ve made a
mistake since her hair’s short. Either pointing
to your hair or a girl’s, tell Ss Look! My / Her
hair is not short, it’s long.

BUILDING CONFIDENCE

Names. Tell Ss you’ll name a physical

characteristic and they’ll have to name
famous people or characters who have
that characteristic, e.g. Big eyes, short
hair, long hair.

b) Read and circle. Carol or Richie?

9 a) Listen and draw › Elicit from Ss what they have to do.
› Give them time to do the activity, then check the answers on the bb.
› Ask Ss to open their books at page 56 and to
focus on Exercise 9 a). Elicit from Ss what they BUILDING CONFIDENCE
have to do.
1 His or Her? Tell Ss they have to describe Carol or Richie using the sentences in Exercise 9 b),
› Play the recording as many times as
e.g. Her head is small.
necessary.
› Check the answers on the bb. 2 Character memory. Tell Ss they’ll have to describe a character you name, e.g. Cinderella:
her hair is long, her eyes are big.
MP3 TRACK 50
Carol: Hi. My name’s Carol. I have a small Introduction of brown, black, purple and orange
head. My hair’s long, and my ears
are small. I have big eyes and a › Tell Ss you’ll check how much they know about colours. Stick the new colour flashcards on the bb.
small nose. My mouth? It’s small, › Tell them Red and yellow make orange (while pointing to orange). Red and blue make purple. Red
too! and green make brown.
Richie: Hello! I’m Richie. My head is big,
and my hair is short. I have small
eyes and big ears. My nose is big,
and my mouth is big, too!
10 Look and listen
› Ask Ss to focus on the icons and tell you what they have to do.
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 BUILDING CONFIDENCE

1 Touch it! Tell Ss that as you name

colours, they’ll have to touch
something that colour.

2 Sequences. Tell Ss they’ll need objects

these colours: black, white, purple,
orange and brown. They can use their
coloured pencils. Name sequences for
Ss to arrange the items following your
sequence, e.g., brown, purple, white.

12 a) Listen and colour

› Ask Ss to tell you what to do. Check Ss have

brown
all the colours they need.
blue › Play the recording and check the answers on
black the bb.
pink
orange
purple
MP3 TRACK 53
yellow
Hello! My name’s Susan. I have long brown
hair and big blue eyes. My mouth is small. It’s
pink. I have a big yellow school bag and an
orange pencil case. I have a big black book
and my small book is purple.

✓ ✓
b) Read and tick
✓ ✓ › Ask Ss to tell you what to do. Check that Ss
✓ ✓ understand that the sentences were written
by Susan and that they have to tick the
✓ correct ones.
› Give Ss time to do the activity and check the
answers on the bb.

› Remind Ss of the weather (it’s snowing). Point to the snowboards and ask Ss if it’s still snowy and WB EX 2 PAGE 122
cold. Ask them if they’ve ever ridden a snowboard or skateboard.
› Let Ss read while you play the recording.
› Point out to Ss how rewarding it is to make others happy.
Language awareness: description
MP3 TRACK 51 › Tell Ss you’ll make webs. Draw one with a pair
of eyes in the central oval. Ask Ss what you
can say about eyes: big, small, blue, black,
green, brown (not red, pink, white or yellow,
long or short). Do the same with other parts
11 Listen and point. Then, match of the body. Then work on boy and girl, for Ss
to see you can describe a person by saying
› Ask Ss to focus on the icons for instructions and tell you what to do.
he/ she’s short, tall (not long), etc.
› Remind Ss of the rules for listening.
› After a few rounds, let Ss do the matching. Check the answers on the bb.

WB EX 3 AND 4 PAGE 123

MP3 TRACK 52
Brown… orange… purple… black… white.
Homework
Ask Ss to bring drawings or cut-outs of
WB EX 1 PAGE 106 parts of the face.

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 Getting started
Start the lesson with the routine suggested in the Introduction.
BUILDING CONFIDENCE
Mime it. Tell Ss to mime what you say, e.g. long hair, big eyes, a
small nose.
Emma’s a good teacher
› You can lead in by asking Ss who taught them how to ride a bike, or
how to skate, how long it took them to learn and if they fell down very
often at the beginning. You can also refer to the title of this episode
and ask Ss what Emma’s going to teach and who she’s going to teach.
You can ask Ss if their friends have taught them some game or sport.
› Ask Ss to open their books at page 58, look at the panels and predict
what is going on. Play the recording and let Ss check their predictions.
› Point out to Ss that the kids are not competitive, they want to have a
good time together.
MP3 TRACK 54
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M05_STL_TB_01ARG_3973_U5.indd 66
BUILDING CONFIDENCE
1 Ouch! Ss have to pretend to be either Plucky or Eric. They have
to show which part of their body aches, e.g. Ouch! My head…
Encourage them to act it out.
2 A picnic. Ask Ss to focus on panels 7 and 8. Tell them they’ll act
out this part. You can play the recording for them to repeat after
each character’s words. You can divide the class into groups,
with each group playing a character.
1 Read the story and tick
› Have Ss look at the icons for instructions and tell you what they have
to do. Check they understand they have to tick what is in keeping with
the story.
› Give Ss time to do the exercise before checking on the bb.
BUILDING CONFIDENCE
Poor girl! You’ll need a cut-out of a girl’s face. Draw band aids
on some parts of her face so as to show something’s wrong with
them. Ask Ss to look at the cut-out and say what is wrong with her,
e.g. her nose, her ears. Then, do the same with a boy.
22/4/15 10:19
 ✓
✓
✓

43 (years old) purple

thin eyes
her
Her head
her body
her

writing
listening

2 Look and complete Song

› Tell Ss to look at the icons and tell you what they have to do. Have
› Ask Ss to read the instructions. You may elicit from them what words
them read the sentences and tell you what is missing in each
they think are missing. Write the options on the bb.
sentence. Elicit from Ss how they’ll decide what to write.
› Play the song once and check answers.
› Check the answers on the bb.
› Play the song and invite everybody to join in. You can divide the class
into two groups, and have each group sing one line at a time.
› You can refer to the DVD for ideas.
WB EX 5, PAGE 123, EX 6 AND 7 PAGE 124
N GS
SO
MP3 TRACK 8
BUILDING CONFIDENCE

A or An? Divide the bb into two and write A and An on top of each
column. Write phrases on one corner, e.g. orange book, apple,
small apple, yellow banana, etc. Ask Ss to write the phrases in the
correct column.
BUILDING CONFIDENCE
A new song. Tell Ss you’ll create a new song by changing some of
the words. Elicit from them which words they can change (some of
the nouns, the actions). Ask Ss to dictate to you which new words
they can use. Write them on the bb for the Ss to refer to when they
are writing their song.

3 Memory game
› Tell Ss to look at the icon and the drawing and tell you what they have
to do. You can elicit from them how they can remember the sequence.
› Remind them of the rules for participating.
OUR POSTER
First, ask Ss to take out their cut-outs. You’ll need six sheets of poster or
cartridge paper. Write one part of the body on top of each (head, nose,
hair, ears, eyes, mouth). Have Ss glue their cut-outs on the right poster.

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 WB

pink orange

brown purple

yellow and black

red purple

He He
His his

She
She Her
her

1 Read, draw and colour EXPANSION

Ss can change the first name for Julian, the second name for
Focus: identification of parts of the body, size and colour. Brenda, the third for Melanie and the fourth for brother. They
should make the necessary changes.

› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.
3 Read, write and colour
EXPANSION Focus: identification of colours.
You can ask Ss to bring a new description.
› First Ss should look at the icons and tell you what they have to do.
› Ss do the exercise orally first. You can ask them to account for their
answers. They can try colouring if they do not know the result.
2 Read and complete. She, her, he or his?
EXPANSION
Ss can write some further combinations.
Focus: awareness of the difference between personal pronouns and
possessive adjectives.

› Remind Ss of their reference sources. 4 Read and colour

› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally first. They can account for their Focus: identification of nouns and adjectives.
answers, i.e. why they use feminine or masculine, and whether it has
to be he/ she or his/ her. At this stage it is not advisable to use the
term pronoun or possessive. › First, Ss should look at the icons and tell you what they have to do.
› Check the answers on the bb. › Ask the Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.

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 6 Read and match
Focus: language awareness, meaning of the stems.

› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing. Ask Ss to
analyse the type of information each stem requires, e.g. the first one
starts with I have, so you need information about possessions, not
characteristics.

EXPANSION
You can ask Ss to complete each stem with new information.

7 Draw and write

Focus: language awareness, meaning of the stems.

› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.

EXPANSION
You can ask Ss to do the same but this time describing a boy or a
girl, and making the necessary changes, e.g. Her/ His name’s…
EXPANSION
You can ask Ss to write the descriptions of the drawings they
haven’t coloured.
Answer Key
CLIL Pages
5 Read and circle Answers: 1-e; 2-a, b; 3-; 4-b, c, d; 5-b, c, d; 6-b, c, d; 7-; 8-

Focus: language awareness, difference between pronouns and
possessives.
› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing. Ask Ss to
account for their choices.
› Check the answers on the bb.
Further Practice
Activity 1: 1 He’s; 2 He’s; 3 His; 4 big; 5 ears
1 thirteen; 2 fat; 3 She’s; 4 Her; 5 her; 6 small; 7 mouth;
8 Her; 9 her
Activity 2: 1 ✓; 2 ✗; 3 ✗; 4 ✓; 5 ✓; 6 ✗; 7 ✓; 8✗
Activity 3: 1 P; 2 B; 3 B; 4 P; 5 B; 6 P
Activity 4: 1 an; 2 a; 3 a; 4 an; 5 a; 6 a

EXPANSION
You can ask Ss to make changes to the sentences to be able to use
the option they have not circled.

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 6
VOCABULARY
Pets: dog, cat, hamster
Wild animals: lion, elephant, monkey, giraffe, puma
Toys: doll, robot, electronic game, board game, ball,
soft toy
GRAMMAR
They have/ don’t have
Possessive case

ANSWERS TO
How many…?
Is he/ she…?
Is this a/ an + animal?

ORAL INTERACTION
It’s fun!
You’re lucky.
Let’s (play)!
A box for…
A box from…

RECOGNITION
Feelings: tired, exhausted, surprised
Weather conditions: snowing, windy
LANGUAGE AWARENESS
Phonological differences between English and Spanish
Meaning of ‘s and comparison with the Spanish
construction to indicate possession

See Introduction for suggestions

on how to tackle activities and develop
cognitive, social and intercultural
awareness in children.

Getting started
Start the lesson with the routine suggested in
the Introduction.

1 Look and listen

Introduction of toys
Possible lead-ins (you may choose):
› You need the toy flashcards. Stick them on
a. You can ask Ss to tell you what they do when it’s snowing or raining and they can’t do gym or play
the bb. Tell Ss to draw a bingo board with
in the playground.
four cells and to draw four toys (one per
b. You can tell Ss which toys you had when you were a kid. Tell them about your favourite toy. You
cell). Tell Ss you’re going to play bingo. Put
can also ask them about their favourite toy.
the flashcards in a bag and take out one.
Showing it to Ss, tell them, e.g. A ball. Do the › Ask Ss to open their books at page 62 and to focus on the comic strip. Elicit from them what the
same with the other flashcards. characters may be talking about. You may ask Ss why Miss Kenny is giving out toys to the children.
You may tell them that in snowy areas winters are so cold that children have to stay indoors.
› Play the recording and let Ss read.
BUILDING CONFIDENCE
› Ask Ss how Annie’s feeling in the last panel. Emphasise Plucky’s attitude. He’s apologising to Annie.
1 Point to… Place the flashcards wide
apart on the bb. As you name each toy,
MP3 TRACK 55
Ss should point to the correct card.

2 Miming game. Tell Ss they’ll have to

mime the toy you name, e.g. A ball. An
electronic game.
BUILDING CONFIDENCE
1 Drawings in the air. Tell Ss you’ll name a toy for them to draw in the air.
2 Clap if correct. You need the toy flashcards. As you show each, name a toy. If the flashcard
shows the toy you have named, Ss should clap; otherwise, they should be quiet.

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 b) Read and write the name

› Ask the Ss to tell you what they have to do.

› Check the answers on the bb.

BUILDING CONFIDENCE

Guessing game. Tell a S to draw a small

part of one of the toys on the bb (tell him/
her what to draw). Tell the rest they’ll be
given two chances to guess, e.g. Is he/ she
drawing an electronic game? You’ll ask
the questions.

3 Listen and number. Then,

match
Emma Eric
› First ask Ss to tell you what they have to do.
› Check the answers on the bb.
Annie Tommy

MP3 TRACK 57
Number 1: a fat soft toy
Number 2: a big robot
Number 3: an orange ball
Number 4: a small electronic game

3 BUILDING CONFIDENCE

1 Toy webs. Elicit from Ss all the

1 adjectives they know. You can give
them a clue if they don’t remember
4 2
what ‘adjective’ means. Write their
answers on the bb. Include colours as
well. Choose one of the toy flashcards,
e.g. soft toy, and stick it in the centre of
a web on the bb. Ask Ss what they can

2 a) Listen and match say about a soft toy, e.g. fat, small, big,
thin, green, etc. Encourage them to do
› Ask the Ss to work on the icons. Remind them of the rules for listening. the same with the other toys.
› Play the recording and then check the answers on the bb. Elicit from them how they can make the 2 Picture dictation. Tell Ss you’ll dictate
matching clearer (different colours). phrases for them to draw, e.g. an orange
board game, a small blue robot.
MP3 TRACK 56 3 Is it true? Tell Ss they’ll describe one of
Tommy: I have a board game and an electronic game. their toys to the rest, e.g. I have a big
Eric: I have a robot. fat doll. The others will have to decide
Emma: I have a doll. if it is True or False. You can start
Annie: I have a soft toy and a ball. yourself to show Ss how to play.

BUILDING CONFIDENCE

Memory game. Ss should close their books after looking at the drawings in Exercise 2 a). You’ll WB EX 1 PAGE 125
impersonate one of the characters for them to say which one it is, e.g. I have a doll. Emma!

Homework
Ask Ss to bring cut-outs or drawings of the
toys they have seen.

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Toy gym! Tell Ss to choose one of their

cut-outs and to hold it in their hands.
As you give a command, they should
do what you say, e.g. Robots, point to
my table!
2 Repeat if it is true. Ss take it in turns
to show one of their cut-outs and say
what they have, e.g. I have a doll. All
the ones that have a doll should repeat
and show their cut-out.

Introduction of wild animals

and pets
› Draw a house and a notice reading ZOO on
the bb. Tell Ss they’ll have to tell you whether
the animals you’ll show can live at home or
should live at a zoo. Show the dog flashcard
and ask A dog, is it a zoo animal? Do the
same with the other animals.
› Once you have organised all the flashcards
on the bb, tell Ss that the animals you can
keep at home are called pets (write it on the
bb) while the others are wild animals (write
it on the bb as well).

BUILDING CONFIDENCE

1 A survey on pets. Tell Ss to put up

their hands if they have the pets you’ll
name. Draw a chart on the bb. Stick the
animals in the first column and draw
tally marks for each student who has
that animal as a pet. Name one of the
pets, e.g. A dog. Write as many tally MP3 TRACK 58
marks as there are hands up. Then, add
up all the tally marks to see which is the
BUILDING CONFIDENCE
most popular pet in the group.
1 Guessing game. Hold the animal flashcards in your hand. Let Ss choose one and ask them
2 Miming game. Agree with Ss on a way without showing it to them, e.g. Is this a puma? They should answer Yes or No. They score a
to represent/ mime each of the wild point for each correct guess, while you score one for each incorrect guess.
animals. As you name each, Ss should
mime it. 2 The envelope game. You need a big envelope. Make a few openings
as shown in the figure beside. Number each of the flaps. Place the 1 2
animal flashcards inside. Ss should tell you which flap to lift so that
they can see part of the flashcard and guess what it is. 3
4 Look and listen
› Ask Ss to open their books at page 64. Point
to the animal in panels 1 and 2 and ask them
if it is a pet or a wild animal. Ask them to 5 Listen and point. Then, match
predict what is going on.
› Play the recording and let Ss read the comic › Ask Ss to look at the icons and tell you what to do.
strip. › After the pointing game, give Ss time to do the matching and check the answers on the bb.
› Go back to the first panel and ask Ss what
animal it is and whether it is a pet or a wild
animal.
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 MP3 TRACK 60
Eric and Emma have pets. They have a fish,
but they don’t have a cat. They have a dog,
but they don’t have a hamster.

BUILDING CONFIDENCE

Memory game. Ask Ss to memorise

the information in Exercise 6 a) before
closing their books. Then, talk about
Eric and Emma for Ss to test how much
they remember, e.g. They have a dog.
You can make it more challenging by
including further information, e.g. They
have a black dog (which they saw in the
previous unit). They have a baby sister.

b) Now, read and write the

number
› Ask Ss to look at the icons and tell you what
they have to do.
› Give Ss time to do the activity and then
check the answers on the bb.

✓ ✓ BUILDING CONFIDENCE

1 What can you remember about…?

Tell Ss you’ll be talking about a famous
family, e.g. The Addams or any other
3 1 family Ss may be familiar with. As you
talk about them, they have to say
2 4 whether the information is true or not,
e.g. They have a small house. False!

2 Clowns. Tell Ss what a clown is.

Encourage Ss to talk about clowns, e.g.
They have a red nose, they have a big
mouth, they don’t have red eyes.
MP3 TRACK 59
3 My friends’ school bag. You need a
Elephant… hamster… lion… giraffe… puma… monkey… cat… dog… fish school bag with school objects inside.
You can also use a drawing. You’ll be
BUILDING CONFIDENCE
talking about twins, who you have to
Introduce to the Ss and tell them they
Memory game. Ask Ss to number the pictures in Exercise 5 and memorise them. Once they have one bag. Show the school bag to
close their books, name a number for Ss to say which animal it is. the Ss and tell them to imagine what
your twin friends have, e.g. They have
glue. They don’t have a rubber. Write
Language awareness: they have the Ss’ sentences on the bb, then, show
› Ask Ss when they have to use he, when she and when they. Remind them of the comic strip on the contents of the school bag to see
page 64. Tell them: Remember Eric and Emma? They have a dog, they don’t have cat. Write it how many correct guesses Ss have had.
on the bb. Ask them who they refers to and what you express with the verb have. Elicit from them
when we say I have/ don’t have and when we say They have/ don’t have.
WB EX 2 PAGE 125

6 a) Listen and tick Homework

› Ask Ss to look at the icons and tell you what to do. Remind them of the rules for listening. Make Ask Ss to bring big cut-outs of the wild
sure Ss understand they have to write a tick to mean yes. animals and pets they have seen.
› Play the recording and then check the answers on the bb.
Unit 6 >> 73

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Mouth it. Ask Ss to take out the cut-

outs they’ve brought from home. As
you mouth an animal, Ss’ll have to say
the word and show the right cut-out.

2 What’s this? Tell Ss to choose one of

their cut-outs and to cover it, letting
others see only a small part of it for
them to guess what it is, e.g. a lion.

WB EX 3 Page 126

7 Read and circle

› Ask Ss to open their books at page 66. They
should tell you what to do.
› Give Ss a few minutes to do the activity, then
check on the bb.

BUILDING CONFIDENCE

1 Guess the animal. Tell Ss you’ll

describe a type of animal for them to
predict what animal it is, e.g. They are
✓
brown, white or black. They have a
small head. They are nice. They have ✓ ✓
small ears and a small nose. Dogs!
✓
2 Miming game. You need a picture of
two girls/ boys who have similar physical
characteristics. Write a description and
write each sentence on a separate piece
of paper, e.g. They are tall. They have them options, ¿Digo de quién es o dónde está? Ask Ss how we say this in Spanish. If there are Ss
long brown hair. They don’t have big whose names end in -s, e.g. Tomás, Mercedes, tell them how to say it in the genitive, e.g. Tomás’s,
eyes. They have a big nose and a small Mercedes’s and adding a final /iz/ when saying them.
mouth. They don’t have big ears. Look!
They have three pets: a dog, a cat and a
fish. They don’t have a hamster. Call on Comparing English and Spanish can help Ss understand differences and eradicate
different Ss to read one of the sentences
possible transfer errors.
and mime it for the rest to guess. Once
they’ve guessed the sentence, write
it on the bb. At the end, show your
BUILDING CONFIDENCE
description to Ss.
1 Can you remember? Borrow ten pencils from Ss. Check they’re different colours. As you
collect them, make sure Ss see the owners. Tell Ss you’ll test how much they can remember,
Introduction of the possessive case e.g. María’s pencil is pink.

› Borrow five pens from five different Ss. Make 2 True or false? Tell Ss you’ll describe the characters in the book and they’ll have to say if the
sure they’re different. As you borrow each, information is True or False, e.g. Emma’s hair is brown. Eric’s eyes are black.
check everybody knows who the owner is.
› Hold one of the pens and tell Ss, e.g. This is
Lucila’s pen for Ss to say Yes or No. Do the
same with the other pens. 8 a) Listen and match
› Elicit from Ss what you mean when you say
› Ask Ss to look at the icons and tell you what they have to do. Remind them of the rules for listening.
Lucila’s pen. If they do not get it right, give
› Play the recording and then check the answers on the bb.
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 BUILDING CONFIDENCE

1 How well do you know your

classmates? Tell Ss they’ll have to
say something about one of their
classmates’ school objects, e.g. Teo’s
pencil case is yellow and green.
2 My classmates’ family. Tell Ss they’ll
have to say something about a
classmate’s relative, e.g. Vicky’s mother
is 37/ tall.

WB EX 5 PAGE 126

9 Memory game
› Ask Ss to tell you what they have to do.
› Tell Ss this is a children’s classroom, and that
they’ll have to remember what these children
have in the classroom.
› Give Ss time to memorise the drawing and to
rehearse what they have to say.
› You can guide Ss at the beginning, e.g. What
about balls? They have/ don’t have balls.
Pets? They have/ don’t have pets. Remind
them they can say what they have and what
they don’t have.

BUILDING CONFIDENCE

1 True or False? Tell Ss that they can

write statements for other Ss to decide
whether they are True or False. Based
on the former drawing, have them write
five statements and then exchange
them with a classmate. You can then
ask Ss to read the statements out to see
how many different statements they
MP3 TRACK 61 have written and check if they are True
or False.
Annie’s doll is black. Emma’s ball is brown.
Emma’s doll is small. Tommy’s robot is white. 2 How many? Let Ss see the drawing
Eric’s ball is purple. Eric’s robot is black. in Exercise 9 and ask them questions
about quantity, e.g. How many robots?
BUILDING CONFIDENCE

Complete my words. Ask Ss to memorise the information in Exercise 8 a) and then close their WB EX 4 PAGE 126
books. Talk about the characters and their toys but let Ss complete your ideas, e.g. Annie’s doll
is… If there are differences in the answers, write the sentences on the bb and check at the end
of the game.
Homework
Ask Ss to bring drawings or cut-outs of the
animals and toys they have seen in class.
b) Now, read and tick
› Ask Ss to look at the icons and tell you what they have to do.
› Have them read the sentences out before they do the exercise for them to identify if the sentences
are true or false. Give them time to say them to themselves first.
› Give them time to do the activity. Check Ss understand they have to tick the true sentences only.
Check the answers on the bb.

Unit 6 >> 75

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 Getting started BUILDING CONFIDENCE
Start the lesson with the routine suggested in the Introduction. 1 Chain game! Ss have to pretend to be Plucky telling his mum
about his friends’ toys, e.g. They have balls. They have balls and
BUILDING CONFIDENCE
robots. They have…

Mime it. Tell Ss to mime what you say, either a toy or an animal e.g.
A big elephant, a small ball.
2 A new letter. Ask Ss to focus on panel 1 on page 69. Tell them
they’ll write a new letter to Plucky. Elicit from them what Plucky’s
grandma can send him, e.g. toys, school objects, etc. You can
make a classroom display of the letters. You can also teach Ss
how to write a thank you letter.

Toys for Plucky!

› You can lead in by asking Ss if they remember who gave them their 1 a) Listen and colour
favourite toy, whether they found it easy to share toys when they were
younger. You can also tell them about your experience with toys and › Have Ss look at the icons for instructions and tell you what they have
receiving them as a present. to do. Check they have the necessary coloured pencils.
› Ask Ss to open their books at page 68, look at the panels and predict › Check the answers on the bb. You can use the colour flashcards.
what is going on. Play the recording and let Ss check their predictions.
› Point out to Ss that Plucky is happy sharing the sweaters. This is also a MP3 TRACK 63
good opportunity to see how important it is to accept what we have
and not to feel sad about what we do not have. Besides, the story Plucky’s sweater is purple.
highlights the fact that having friends is much more valuable than Tommy’s sweater is brown.
Annie’s sweater is red.
material possessions.
Eric’s sweater is orange.
Emma’s sweater is blue.
MP3 TRACK 62

BUILDING CONFIDENCE

Memory game. Tell Ss to close their books after trying to

memorise the information in Exercise 1 a). You’ll name a colour and
they’ll have to tell you whose sweater it is, e.g. It’s brown. Tommy’s
sweater.

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 purple
orange red robot ball

dog
blue brown
red purple
blue brown
doll soft toy
orange
fish cat

b) Now, look and complete Song

› Tell Ss to look at the icons and tell you what they have to do. Have
them read the sentences and tell you what is missing in each
sentence. Elicit from Ss how they’ll decide what to write.
› Check the answers on the bb.
BUILDING CONFIDENCE
Memory game. Tell Ss to look at the sentences and the drawings
› Ask Ss to read the instructions. You may elicit from them what words
they think are missing. Write the options on the bb.
› Play the song once and check answers.
› Play the song and invite everybody to join in. You can divide the class
into two groups, and have each group sing one line at a time.
› You can refer to the DVD for ideas.
SO
N GS

in Exercise 1 a) and b). Tell them you’ll give them clues for them to MP3 TRACK 9
identify the sweaters, e.g. Red. Annie’s. Make sure Ss close their
books before you start giving them the clues.
BUILDING CONFIDENCE

A new song. Tell Ss you’ll create a new song by changing some of

the words. Elicit from them which words they can change (some of
2 Guess! the nouns, the actions). Ask Ss to dictate to you which new words
they can use. Write them on the bb for the Ss to refer to when they
› Tell Ss to look at the icon and the drawing and tell you what they have are writing their song.
to do. Tell Ss they’ll be miming a sentence about animals for the rest
to say the sentence. They can then say what animals that sentence
applies to.
› Remind them of the rules for participating. OUR POSTER
First ask Ss to take out their cut-outs. You’ll need three sheets of poster or
WB EX 6 AND 7 PAGE 127 cartridge paper. Write PETS on top of one of the sheets, WILD ANIMALS
on top of another one and TOYS on top of the third.

Unit 6 >> 77

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 WB
1 Look and write
Focus: identification of toys.

› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.
doll robot board game ball soft toy electronic
game
EXPANSION
You can ask Ss to cut out a part of a picture of a toy and write
below what it is. Ss can exchange these cut-outs as well.

2 Read and match

Focus: animals and descriptive adjectives.

› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally first.
› Check the answers on the bb.

EXPANSION
Ss can change the adjective and make new drawings.

4 Look and circle

3 Write a or an Focus: use of they have/ don’t have.

Focus: use of the indefinite article a or an.

› First Ss should look at the icons and tell you what they have to do.
› Ss do the exercise orally first.
EXPANSION
Ss can write some further examples. Ss can also add an adjective to
see whether the article changes or not, e.g. an electronic game, a
big electronic game.
› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.
EXPANSION
You can ask Ss to add more elements to the drawing and write
about them.

5 Read and colour

Focus: possessive case, revision of colours.

› First Ss should look at the icons and tell you what they’ll have to do.
› Ask Ss to do the exercise orally before they put it in writing. Ask Ss to
account for their choices.
› Check the answers on the bb.

EXPANSION
You can ask Ss to draw and write about Eric and Tommy.

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 an a an
an a a
a an a

brown and orange

black and white

pink
purple and yellow

6 Read and circle Answer Key

Focus: language awareness. CLIL Pages
Activity 1: 1A; 2A; 3NA; 4A; 5NA; 6A; 7A; 8A; 9A; 10A; 11NA; 12A;
13A
› First Ss should look at the icons and tell you what they have to do.
Activity 2: 4; 6; 8; 12
› Ask Ss to do the exercise orally before they put it in writing. Ask Ss to
account for their choices. Further Practice
Activity 1: 1 to 6: an elephant, a giraffe, a monkey, a fish, a lion,
EXPANSION a cat; 7 to 10: a hamster, a puma, a dog.
Activity 2: 1 Eric’s; 2 Robby’s; 3 Eric’s; 4 Annie’s; 5 Plucky’s;
You can ask Ss to make the necessary changes in each sentence so 6 Tommy’s; 7 Emma’s; 8 Plucky’s; 9 Kim’s; 10 Plucky’s.
as to choose the item they have not circled. Activity 3: 1 a robot; 2 a ball; 3 a doll; 4 a board game;
5 an electronic game; 6 a teddy bear
Activity 4: Elephants don’t have small ears.
My nose is big.
7 Draw and write. Use I have or Annie’s doll is small.
Is Eric tall?
I don’t have What’s your name?
Grandpa and Grandma are fifty-nine.
Focus: toys, I have/ don’t have. Are Eric and Emma playing with an electronic game?
My hair is long.
Annie and Kim have a small hamster.
› First Ss should look at the icons and tell you what they have to do.
Eric and Emma have an orange ball.
› Ask the Ss to do the exercise orally before they put it in writing.

EXPANSION
You can ask Ss to do the same but this time talking about their
school objects.

Unit 6 >> 79

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 7
VOCABULARY
Food and drinks: biscuits, soda, cake, cheese,
eggs, hamburgers, hot dogs, milk, orange juice,
sandwiches, tea, water, hot chocolate

GRAMMAR
I like/ don’t like

ANSWERS TO
Do you like…?
ORAL INTERACTION
Asking for food or drinks: A sandwich, please.

RECOGNITION
Feelings: nervous
Weather conditions: warm
I love…

LANGUAGE AWARENESS
Phonological differences between English and Spanish
Similarity between don’t have and don’t like

See Introduction for suggestions

on how to tackle activities and develop
cognitive, social and intercultural
awareness in children.

Getting started
Start the lesson with the routine suggested in
the Introduction.

Introduction of food and drinks

› You need the food flashcards. Tell Ss you’re
organising a picnic and you need to do some
shopping. They should tell you whether the
food you name is appropriate for a picnic or
not. Write PICNIC on the bb. Show one of the
flashcards and tell Ss, e.g. A banana, is it OK picnic. If they do, ask them who with, where, what they do and what they eat and drink. If they have
for a picnic? If they say Yes, place it on the never gone on a picnic, you can ask them to imagine what children do when they go on a picnic.
bb, otherwise leave it on the bb sill. Do the b. You can tell Ss about your own experience as regards picnics.
same with the other flashcards.
› Ask Ss to open their books at page 72 and to focus on the comic strip. Elicit from them what the
characters may be talking about.
BUILDING CONFIDENCE
› Play the recording and let Ss read.
1 Point to… Place the flashcards wide › Ask Ss why Annie’s father wants the children to put out the fire before leaving the campsite. Then,
apart on the bb. As you name each comment on the many forest fires which start through people’s negligence.
food item, Ss should point to the › Point out to Ss how important it is to share, as the children are doing, and how important it is to
correct card. You may need to work cooperate, as Plucky has done.
with four flashcards at a time.

2 Flash it. Flash one of the flashcards MP3 TRACK 64

and ask Ss, e.g. Is this a hot dog? Then,
show the card to the Ss.
BUILDING CONFIDENCE

1 Drawings in the air. Tell Ss you’ll name a food item for them to draw in the air.

1 Look and listen 2 Repeat if correct. You’ll need the food flashcards. As you show each, name a food item.
If the flashcard shows the food you have named, Ss should say the word; otherwise, they
Possible lead-ins (you may choose): should remain silent.
a. You can ask Ss to tell you if they ever go on a

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 3 a) Listen and tick
› Ask the Ss to tell you what they have to do.
› Check the answers on the bb.

MP3 TRACK 66
Ready for the picnic?
7 4 Yes! I have five eggs, a big hamburger,
an apple and three hot dogs.

5
2

b) Now, read and circle

1
8
› First ask Ss to tell you what they have to do.
Check they understand they have to circle
6 3 the words in keeping with the drawings they
have ticked.
› Check the answers on the bb.

BUILDING CONFIDENCE

1 Yes or No? Tell Ss you’ll make

✓ ✓ comments about what the children
have for the picnic (based on Exercise 3)
and they have to say Yes or No without
checking the answers in the book, e.g.
They have eight eggs. No! Once you’ve
✓ ✓ finished, let them check.

2 Picture dictation. Tell Ss you’ll dictate

phrases for them to draw, e.g. A big
sandwich, a small hot dog, two
oranges.

3 Guessing game. Tell a student to mime

having some food or drink (tell him/
her what to mime). Tell the rest they’ll
be given two chances to guess, e.g. Is
he/ she having water? You’ll ask the
2 Listen and number. Then, match questions. Remind Ss of all the food
items they know (Unit 7).
› Ask the Ss to work on the icons. Remind them of the rules for listening.
› Play the recording and then check the answers on the bb.

WB EX 1 PAGE 128
MP3 TRACK 65
Number 1: sandwiches
Number 2: hot dogs
Number 3: biscuits Homework
Number 4: hamburgers Ask Ss to bring cut-outs or drawings of the
Number 5: cheese
food they have seen.
Number 6: eggs
Number 7: water
Number 8: cake

BUILDING CONFIDENCE

One or more? Ask Ss to focus on the words for food and ask them whether they are singular or
plural, i.e. if they refer to one item or more, e.g. Sandwiches, plural. When it comes to cheese
and water, do not introduce the concept of countable and uncountable nouns, just make sure
Ss understand we count pieces or bottles or glasses, not the objects.

Unit 7 >> 81

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Food gym! Tell Ss to choose one of

their cut-outs and to hold it in their
hands. As you give a command,
they should do what you say, e.g.
Hamburgers, point to my table!
2 Clap if correct. You need the food
flashcards. Show one and name a food
item, either the one you’re showing
or a different one. If the name and the
flashcard are the same, Ss should clap;
otherwise, they should remain quiet.

3 Repeat if it is true. Ss take it in turns 3 2

to show one of their cut-outs and say
what they have, e.g. I have an orange. 1 5
All the ones that have that item should
repeat the sentence and show their 4
cut-out.

Introduction of I like/ don’t like

› Draw two faces on the bb: J and L. Use
gesture and interjections (yummy, yuk) to
help convey meaning. Show one of the food
flashcards and tell Ss, e.g. I like sandwiches.
Yummy! Ss have to tell you if what you’re
saying is true or not. Once they say Yes or No,
place the flashcard under the correct face. Do
the same with the rest of the flashcards.

BUILDING CONFIDENCE

Chain game. Tell Ss they should start a

chain game saying what they like, e.g. I
like sandwiches. I like sandwiches and
MP3 TRACK 67
bananas. I like sandwiches, bananas
and ice cream. After a while, you can Plucky: I like apples. Emma: I like cheese.
encourage them to add what they don’t Annie: I don’t like hot dogs. Kim: I don’t like biscuits
like. Remind them of the use of but. Eric: I like hamburgers.

BUILDING CONFIDENCE

Memory game. Ask Ss to look at the pictures in Exercise 4 a) and then close their books. As
4 a) Listen and draw you impersonate each of the characters saying what they like or don’t like, Ss have to name the
character, e.g. I don’t like hot dogs. Annie!

› Ask Ss to open their books at page 74 and

look at the icons. Elicit from them what they
have to do. Check they understand that as
each character speaks, they have to complete
the face, either a happy face to indicate
likes or an unhappy face to indicate dislikes.
Remind them of the rules for listening.
› Play the recording.
› Check the answers on the bb.
82
b) Now, read and write the number
› Ask Ss to look at the icons and tell you what they have to do.
› Give Ss time to do the activity and check the answers on the bb.
Language awareness: I have/ don’t have and I like/ don’t like
› Write the phrases on the bb and ask Ss if they see something in common. If they don’t come up with
an answer, help them by saying out loud, e.g. I don’t like bananas. I don’t have a dog. If necessary,
ask them to translate the verbs to check they understand the difference in meaning.

M07_STL_TB_01ARG_3973_U7.indd 82 22/4/15 12:09

 6 a) Listen and act out

› Ask Ss to look at the icons and tell you what

they have to do.
› First elicit from Ss what Annie may be saying
based on the information on the page. Write
on the bb what Ss say.
› Play the recording for Ss to check if they were
right in their predictions.
› Play the recording again. This time, ask Ss to
tick the sentences they hear. You may write
on the bb the sentences which are recorded,
but which Ss haven’t dictated to you.
› Tell Ss they’ll have to impersonate Annie.
Give them time to rehearse the presentation.
Tell them they can use the pictures to
remember what she says. You can play the
recording for them to repeat after each
utterance, imitating pronunciation and
intonation.

MP3 TRACK 68
Annie: I’m Annie. I’m eight. I have a sister. I
like monkeys and elephants. I don’t
like giraffes.

b) Now, read and circle

› Ask Ss to look at the icons and tell you what

they have to do.
› Check the answers on the bb.

BUILDING CONFIDENCE

Who is it? Tell Ss they’ll have to prepare

5 Guess! a presentation impersonating the other
characters in the book as in Exercise 6.
› Ask Ss to look at the icon and tell you what they have to do. Remind them of the rules for They shouldn’t say the name so that the
participating. rest of the Ss can guess who it is.
› After a while, you can ask Ss to do the miming.
› You can challenge Ss by including statements with I have/ don’t have and I like/ don’t like.

BUILDING CONFIDENCE 7 Memory game

A survey on pets. Draw a three-column chart on the bb. Write the names of the animals Ss › Ask Ss to look at the icon and the picture and
know in the first column, and draw two faces, happy and unhappy, at the top of the other two tell you what they have to do.
columns. Tell Ss they have to talk about their likes and dislikes as regards animals. Ask a S to tell › Encourage them to incorporate different sets
everybody his/ her likes as regards the first animal on the list, e.g. I like dogs. The ones who like of vocabulary: colours, animals, toys, etc.
dogs should put up their hands. Count the number of hands up and write the number in the
chart. Do the same with the rest of the animals. At the end of the activity, see which is the most
and the least popular animal.
Homework
Ask Ss to bring big cut-outs of the food
WB EX 3 PAGE 129 they have seen. At the back of the pictures,
they should draw a J or L depending on
whether they like it or not.

Unit 7 >> 83

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Cut-outs game. Ask Ss to take out the

cut-outs they’ve brought from home.
Tell Ss you’ll talk about your likes and
dislikes, and they’ll have to show the
cut-out and the face they’ve drawn at
the back (if it coincides with what you
say).

2 Am I telling the truth? Tell a S to

choose one of their cut-outs and
without letting others see the back of
it, say something about the food item,
e.g. I like ice cream. The others should
say Yes if they think that the S is telling
the truth or No if they think he/ she’s
telling a lie. Tell the S to show the back
of the picture to the rest.

8 Look and listen

› Ask Ss to open their books at page 76 and
focus on Exercise 8. They should look at the
icons and tell you what to do.
› Elicit from Ss what is going on. Play the
recording and go back to Ss’ predictions.

MP3 TRACK 69

BUILDING CONFIDENCE

1 Do you remember? You need the

drink flashcards: water, milk, tea, hot
chocolate, orange juice, soda. Remind
Ss of the situation in the comic strip: 9 Listen and point. Then, match.
they are offering each other and asking
for drinks. Tell Ss to read the comic strip › Ask Ss to look at the icons and tell you what they have to do.
again and then to close their books. › After asking them to point to the correct picture several times, give them time to do the matching.
Tell Ss that as you name each drink, › Check the answers on the bb.
they’ll have to say who’s having or
going to have it, Eric, Emma, her dad MP3 TRACK 70
or nobody. Write the names on the bb
or use the flashcards. You can draw an A soda…orange juice…water…hot chocolate…milk…tea…
X to represent nobody. Show one of
the flashcards and ask Ss, Tea, who’s
having tea? Place the card according to BUILDING CONFIDENCE
Ss’ answer. Do the same with the other 1 Flashing game. Flash one of the drink flashcards and ask Ss, e.g. Is this hot chocolate? Ss
cards. Then ask Ss to open their books should say Yes or No. Then show them the card.
and check.
2 Mouth and point. Place the drink flashcards on the bb, wide apart from each other. Tell Ss
2 Clap if correct. Tell Ss they’ll have to you’ll mouth the drinks and they’ll have to say it and point to the correct flashcards.
clap if what you say corresponds to the
flashcard.
WB EX 2, PAGE 128 AND EX 4, PAGE 129

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 BUILDING CONFIDENCE

True or False? Tell Ss that they will

impersonate one of the characters and say
which drink they like or don’t like. They
have to try to memorise the information in
Exercise 10. They can say something which
is true or false for the others to decide, e.g.
I’m Plucky and I like water. False!

Introduction of Do you like…?

› Tell Ss you’ll make a survey on water, to see
how many Ss like it or not. Draw two columns
on the bb, one headed with a happy face, the
other one with an unhappy face. Ask one of
the Ss Do you like water? Yes or No? Write
the Ss’ names in the correct column. Then
add up the names to see if water is popular
or not. If you think Ss are ready, you can
enlarge on their Yes or No answers by saying
Yes, I do, or No, I don’t.

BUILDING CONFIDENCE

How many Ss like board games? Tell Ss

to predict how many Ss like board games
(or robots or electronic games). The
important point is that the toy shouldn’t
be usually associated with boys or girls.
They should write the number of Ss in
their notebooks. Then, ask Ss Do you like
apple hot chocolate cat puma board games? Keep a record of their
eggs water dog giraffe answers. Work out the results at the end
cheese milk hamster lion and see which of the Ss was the closest to
hamburger orange juice the answer.

11 Read and write

› Ask Ss to look at the icons and tell you what
10 a) Listen and match they have to do. Make sure Ss understand
each of the headings.
› Ask Ss to look at the icons and tell you what they have to do. Remind them of the rules for
› Since there are two empty cells, tell Ss to add
listening. You may elicit from them how they can make the matching look clearer (using different
two words.
colours).
› Give Ss time to do the activity and then
› Play the recording and let Ss do the matching.
check the answers on the bb. Ask several Ss
› Check the answers on the bb.
to dictate their added words.

MP3 TRACK 71
Plucky: I don’t like soda. WB EX 5 PAGE 129
Emma: I like hot chocolate.
Eric: I don’t like orange juice.
Tommy: I like water. Homework
Kim: I like milk.
Remind Ss of Exercise 6 a). Tell them to
bring a sheet of paper with information
about themselves. They can include as
b) Now, read and circle much as they want to. They can stick a
photo or draw themselves.
› Ask Ss to look at the icons and tell you what they have to do. Check that Ss understand that the Ss should also bring cut-outs or drawings
numbers in this exercise correspond to the characters’ pictures in Exercise 10 a). of the food and drinks they’ve learnt.
› Give Ss time to do the activity, then check the answers on the bb.

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 Getting started MP3 TRACK 72
Start the lesson with the routine suggested in the Introduction.
BUILDING CONFIDENCE
BUILDING CONFIDENCE Sing along! Play the song and ask Ss to join in. You can encourage
1 Mime it. Tell Ss first to mime what you’re saying, e.g. I don’t like them to change some words in the song.
water, I like orange juice. Include vocabulary from different
areas. Then, ask Ss to say something for the others to mime.
2 A display. Collect the Ss’ sheets describing themselves and
make a classroom display. 1 a) Listen and tick
› Have Ss look at the icons for instructions and tell you what they have
to do. Remind them of the rules for listening.
› Play the recording and then check the answers on the bb.
Let’s go home!
MP3 TRACK 73
› You can lead in by asking Ss if they remember seeing a wild animal at Dad: Let’s have a picnic.
large (not at a zoo). If so, ask them what they did, if they were afraid, Tommy: Great! I have cheese and sandwiches.
etc. Annie: And I have apples and oranges, but I don’t have bananas.
› Ask Ss to open their books at page 78, look at the panels and predict Eric: It’s OK, I have biscuits and hot chocolate.
what is going on. Play the recording and let Ss check their predictions. Emma: I don’t have sodas, but I have water and milk.
› Point out to Ss that all the characters are ready to share their food Dad: And I have eggs and hot dogs.
with the animals they have seen. Annie’s father doesn’t let them do so All: Super!
since animals should only eat what they are supposed to eat, which
is not necessarily the food we eat. Animals do not eat sandwiches BUILDING CONFIDENCE
or hot dogs, for instance. This is an example of how important it is
to be ecologically minded. It is important to bear these thoughts in 1 Memory game. Tell Ss to close their books after trying to
mind when going to the zoo or feeding a pet at home. Another good memorise the information in Exercise 1 a). You’ll name a food or
example is how the kids take photos to show their family instead of drink and they’ll have to say Yes if it is part of the picnic or No if
messing around with the animals. it isn’t.
› This is also an excellent opportunity to show Ss how people with 2 Colour memory. Tell Ss this time you’ll name a colour and they’ll
disabilities can find a way to participate in activities. Tommy has have to name food and drinks which are that colour.
joined his friends in the picnic and is going home on horseback.

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 green yellow brown
and and and
red pink and purple white black
✓
✓ ✓
✓ ✓

✓ ✓ ✓
✓ ✓
fish
tea
biscuits
cake

soda cheese
apple sandwiches

b) Now, read and circle Song

› Tell Ss to look at the icons and tell you what they have to do.
› Give Ss time to do the activity and check the answers on the bb.
BUILDING CONFIDENCE
A or An? Divide the bb into two and write A and An on top of each
column. Ask Ss to add the words they’ve learnt in this unit.
SO
› Ask Ss to read the instructions. You may elicit from them what words
they think are missing. Write the options on the bb.
› Play the song once and check answers.
› Play the song and invite everybody to join in. You can divide the class
into two groups, and have each group sing one line at a time.
› You can refer to the DVD for ideas.
N GS
MP3 TRACK 10

2 Read, match and colour BUILDING CONFIDENCE

› Tell Ss to look at the icons and tell you what they have to do. Check A new song. Tell Ss you’ll create a new song by changing some of
that they have the necessary coloured pencils. the words. Elicit from them which words they can change (some of
› Check the answers on the bb. the nouns, the actions). Ask Ss to dictate to you which new words
they can use. Write them on the bb for the Ss to refer to when they
are writing their song.
BUILDING CONFIDENCE

Whose is it? Tell Ss to memorise the information in Exercise 2 and

then close their books. As you describe the food, they’ll have to say OUR POSTER
whose it is, e.g. It’s yellow and white. Annie’s cheese.
First ask Ss to take out their cut-outs. You need two sheets of poster or
cartridge paper. Write FOOD on top of one of the sheets and DRINKS on
top of the other.
WB EX 6 AND 7 PAGE 130

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 WB

water milk
sandwich egg
cake apple
cheese sandwich
hamburger
biscuit
eggs biscuits

apple orange juice

banana soda
hamburger tea
soda
hot dog
orange cheese
sandwich sandwiches
biscuits
milk, etc.

1 Look and write 3 Write

Focus: identification of food. Focus: use of the indefinite article a or an and food vocabulary.

› First Ss should look at the icons and tell you what they have to do. > First Ss should look at the icon and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing. > Ss do the exercise orally first.
› Check the answers on the bb.

EXPANSION
EXPANSION Ss can write some further examples.
You can ask Ss to cut out a part of a picture of a food item and
write below what it is. Ss can exchange these cut-outs as well in
order to write what each is.
4 Look and circle
Focus: use of I like/ don’t like.
2 Read and write
› First Ss should look at the icons and tell you what they have to do.
Focus: vocabulary on food and drinks.
› Ask Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb.
› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally first.
› Check the answers on the bb.
EXPANSION
You can ask Ss to add more elements to the drawing and write
about them.
EXPANSION
Ss can add some other words they know which are not on the list.

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 7 Look and complete. Annie’s, Eric’s,
Tommy’s or Emma’s?
Focus: food, possessive case.

› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.

EXPANSION
You can ask Ss to draw further food/ drinks, or even other items
related to each character, and then write about them.

Annie’s
Tommy’s
Tommy’s
Answer Key
Eric’s
CLIL Pages
Emma’s
Activity 1: 1 ✓ 2 x 3 ✓
Annie’s
Emma’s Further Practice
Eric’s Activity 1: hamburgers, hot dogs, sandwiches; eggs, cheese,
biscuits; apples, bananas, oranges, cake; tea, hot chocolate, milk,
soda, orange juice, water
Activity 2: 1 hamburgers; 2 milk; 3 I like soda. 4 I like orange juice.
5 I like hot-dogs. 6 I like cheese. 7 I don’t like biscuits. 8 I don’t like
eggs.
Activity 3a: 1 am; 2 am; 3 an; 4 don’t have 5 brothers; 6 They’re;
5 Look and complete 7 small
1 Jose’s; 2 His; 3 He’s; 4 is; 5 Her; 6 She’s; 7 Her; 8 eyes; 9 like.
Focus: revision of they have/ don’t have. Activity 3b: 3-c; 2-a; 3-b

› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing. Ask Ss to
account for their choices.
› Check the answers on the bb.

EXPANSION
You can ask Ss to draw more elements and write about them.

6 Read and circle

Focus: language awareness.

› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing. Ask Ss to
account for their choices.

EXPANSION
You can ask Ss to make the necessary changes in each sentence so
as to choose the item they have not circled.

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 8
VOCABULARY
The house: living room, bedroom, kitchen,
bathroom, garden, house, bed
Food: chips, chicken

GRAMMAR
Revision

ANSWERS TO
Revision
ORAL INTERACTION
Revision

RECOGNITION
Feelings: nervous
Weather conditions: warm

LANGUAGE AWARENESS
Phonological differences between English and
Spanish

See Introduction for suggestions

on how to tackle activities and develop
cognitive, social and intercultural
awareness in children.

Getting started
Start the lesson with the routine suggested in
the Introduction.

Introduction of parts of the house

› You’ll need the house flashcards: bedroom,
bathroom, living room, kitchen, garden,
table, bed and chair. Tell Ss they’re going to
play bingo. Stick the flashcards on the bb.
Tell Ss to draw a board with four cells, and
to draw four parts of the house or pieces
of furniture. When they’re ready, put the
flashcards in an envelope or bag. Draw one
out, show it to Ss and say, e.g. The living
1 Look and listen
room. Those who have drawn a living room Possible lead-ins (you may choose):
should cross it out. Do the same with the a. You can tell Ss about how much you liked inviting friends home when you were a child and the
other cards. games you played together. You can also tell them how you enjoyed going to other kids’ homes
and playing with their pets or toys. Then you can ask them about which games they play when
they’re at a friend’s house/ flat.
BUILDING CONFIDENCE
b. You can also tell Ss which is your favourite room in your house and why it is so. You can ask Ss
1 Mime it. Agree with Ss on a way about their favourite room.
to mime each part of the house:
› Ask Ss to open their books at page 82 and to focus on the comic strip. Have Ss read the title of
somebody sleeping, eating, having a
this unit: Come and see my house. Ask them to look at the panels and tell you if they think this is
shower, playing football and cooking.
Plucky’s house. Ask them to account for their answers.
As you name a part of the house, they
› Play the recording and let Ss read. Go back to their predictions.
should mime it.
› Ask them whether their pets have ever eaten their food as Robby does with Plucky’s food.
2 Flash it! Flash one of the flashcards and
ask Ss, e.g. Is this a bathroom? Then
MP3 TRACK 74
show the card to the Ss.

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 3 a) Listen and match
› Ask the Ss to look at the icons and tell you
what they have to do.
› Give Ss time to do the activity and check on
the bb.

MP3 TRACK 76
2 4 Annie’s chairs are brown, Emma’s chairs are
green.
Annie’s table is big, Emma’s table is small.
Emma’s bed is long. Annie’s bed is short.

3 1 b) Now, read and write the

number
› First ask Ss to look at the icons and tell you
what they have to do. Check they understand
they have to number the sentences in
keeping with the numbers in Exercise 3 a).
› Check the answers on the bb.

BUILDING CONFIDENCE

1 Yes or No? Tell Ss you’ll make comments

1 2
2 Do you have a good memory? Call on
4 3
5 6
about Emma’s and Annie’s furniture (based
on Exercise 3) and they’ll have to say Yes
or No without checking the answers in the
book, e. g. Emma’s table is big. No! Once
you’ve finished, let them check.
five Ss to the front. Each of them should
tell the rest about the colour of their
bed. Ss then have to remember what
each one said, e.g. Joaquin’s bed is
brown, Lucila’s bed is pink, etc.

3 Describing furniture. Draw a table on

the bb or use the flashcard. Draw an
BUILDING CONFIDENCE oval around it so as to start a web.
1 Is it in the story? Ss should close their books. As you name each of the parts of the house, Ask Ss what we can say about a table,
they should tell you whether it is mentioned in the first part of the story or not. Then let Ss e.g. Short? Long? Fat? Blue? Do the
go back to the story or play the recording for them to check. same with chair and bed.

2 Point to… Place the part of the house flashcards wide apart on the bb. Ss should point to 4 New possessions. Tell Ss you’ll dictate
them as you name them. more sentences about Annie and
Emma for them to draw. First ask them
to draw Annie and Emma so that they
2 Listen and number. Then, match draw their possessions below each.
Then dictate sentences to Ss, e.g.
› Ask the Ss to work on the icons. Remind them of the rules for listening. Emma’s doll is red, Annie’s ball is big.
› Play the recording and then check the answers on the bb. Include vocabulary from other units.
› Give Ss a few minutes to do the matching, then check the answers on the bb.

MP3 TRACK 75 WB EX 1 AND 2 PAGE 131

Annie: Look! My bedroom, the bathroom, the kitchen, and the living room.
Homework
BUILDING CONFIDENCE
Ask Ss to bring cut-outs or drawings of the
Memory game. Ss should close their books after looking at the drawings in Exercise 2 a). You’ll parts of the house.
say a number for Ss to say which room it is, e.g. Two. The bathroom!

Unit 8 >> 91

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Show me… Tell Ss to have their cut- ✓

outs ready. As you name them, they ✓
should put up the correct picture.

2 Repeat if correct. You’ll need the part ✓ ✓ ✓ ✓

of the house flashcards. Show one and
name a room, either the one you’re
showing or a different one. If the name
and the flashcard are the same, Ss
should clap; otherwise, they should
remain quiet.

Introduction of chips and chicken

› Ask Ss to go back to page 82. Ask them to
memorise the food and drinks they can see
and then to close their books. Take out the
food flashcards including chips and chicken.
Show the first flashcard (any food or drink)
and ask Ss What about milk? Yes or No? Do
the same with the other food items to see
how much they remember.

BUILDING CONFIDENCE

1 A survey on chicken and chips. Draw

a chart on the bb. Stick the food items
in the first column, a happy face and an
unhappy face at the top of the other
two columns. Ask Ss Do you like chips?
Do you like chicken? Draw a tally mark
for each affirmative answer. At the end
of the activity, add up the tally marks
to see whether chicken and chips are
popular foods or not.
MP3 TRACK 77
2 Point to… Stick the two new flashcards
wide apart on the bb. As you name Annie: Look! Eggs, chicken…
either food, Ss should point to the Plucky: And chips!
correct picture. Annie: Biscuits…
Plucky: Chocolate cake…
Annie: And hot chocolate!
Plucky: Great! I like hot chocolate.

4 a) Listen and tick

BUILDING CONFIDENCE
› Ask Ss to open their books at page 84 and
look at the icons. Elicit from them what they 1 Memory game. Ask Ss to look at the pictures in Exercise 4 a) and then close their books. As
have to do. Check they understand that as you name the food, they have to say whether the kids are going to have it or not, e.g. Hot
each character speaks, they have to tick the chocolate. Yes!
food they are going to have. Remind them of 2 Colour memory. Name a colour for Ss to name food which is that colour.
the rules for listening.
› Play the recording.
› Check the answers on the bb.

b) Now, read and circle

› Ask Ss to look at the icons and tell you what they have to do.
› Give Ss time to do the activity and check the answers on the bb.

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 BUILDING CONFIDENCE

1 An interview. Tell Ss you’ll impersonate

Eric, and they’ll impersonate Plucky.
They have to memorise the information
in Exercise 5 a) before they close
their books. Ask Ss, e.g. Do you like
water, Plucky? Do you like milk? Ss
have to remember the information to
answer. Once you’ve asked about all
the food in the exercise, let Ss open
their books and check how much they
remembered. Encourage Ss to use
short answers, Yes, I do or No, I don’t.

2 Memory game. Based on the previous

exercise, you’ll name a food item and
Ss have to impersonate Plucky and
say whether they like it or not, e.g.
Hamburgers. I don’t like hamburgers.
Fish. I like fish. When the game’s over,
let Ss check.

b) Now, read and circle

› Ask Ss to tell you what they have to do.

› Check on the bb after Ss do the activity.

6 Look and listen

› Ask Ss to tell you what they have to do.
› Ask Ss to focus on the children in the first
panel. Why do they have snorkels?
› Play the recording and go back to Ss’
predictions.
› Ask Ss whether they’d like to visit Plucky’s
house and what they would expect to find in
it. You can name different objects, e.g. a TV, a
5 a) Listen and match table and chairs, for them to say Yes or No.

› Ask Ss to look at the icons and tell you what to do. Remind them of the rules for listening.
› Play the recording and then check the answers on the bb. MP3 TRACK 79

MP3 TRACK 78 BUILDING CONFIDENCE

Eric: Tell me, Plucky. Do you like water? Plucky’s house. Tell Ss they’ll have to
Plucky: Yes, I like water and soda, but I don’t like milk. Oh! I love apple juice. imagine the rest of the house and draw it.
Eric: What about fish? Then they’ll impersonate Plucky showing
Plucky: Delicious! I love fish and hamburgers, but I don’t like eggs. his house to his friends.
Eric: I like sandwiches and chicken, and you?
Plucky: I like chicken, but I don’t like sandwiches. But I like cheese.
Eric: What about chips?
Plucky: I love chips. WB EX 4 PAGE 132

Homework
Ask Ss to bring cut-outs of chicken and
chips.

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 Getting started
Start the lesson with the routine suggested in
the Introduction.

BUILDING CONFIDENCE

1 Mouth it. Ask Ss to take out the

cut-outs they’ve brought from home.
You’ll mouth one of the two words,
and they’ll have to show you the right
picture.
2 Food gym. Tell Ss to choose one of
their cut-outs. You’ll give them orders,
e.g. Chips, stand up. Chicken, open
your copybooks.

7 a) Look and say

› Ask Ss to open their books at page 86 and
focus on Exercise 7 a). They should look at the
icons and tell you what to do.
› Give them time to describe what each
character is doing.
› You can have a first round in which Ss can
look at the picture. You can ask them to close
their books and do the same without looking
at the house.

living room bedroom

BUILDING CONFIDENCE
bedroom bathroom
Do you remember? Ask Ss to memorise living room kitchen
the picture and then close their books.
Name one of the pieces of furniture or
garden bathroom
elements you can see in a room for them
to say which room it is, e.g. Green chairs.
The garden.

b) Now, read and write the WB EX 3 PAGE 132

part of the house
› Ask Ss to look at the icons and tell you what
they have to do. 8 a) Look and say
› Give them some time to identify the rooms
and write the names. › Ask Ss to look at the icons and tell you what they have to do. Remind them of the rules for
› Check the answers on the bb. participating.

BUILDING CONFIDENCE BUILDING CONFIDENCE

1 Flashing game. Flash one of the house True or False? After Ss memorise the information in the previous exercise, tell them to close
flashcards for Ss to say which part of their books. You’ll comment on the colour of the characters’ sodas, and they’ll have to say if it is
the house it is, e.g. The garden! true or false, e.g. Tommy’s soda is pink. False!

2 Find rooms! Ask Ss to go over the

whole book and find rooms. They
should write the page number, e.g. b) Now, read and complete
Page 31, kitchen. You can encourage
› Ask Ss to look at the icons and tell you what they have to do.
them to identify whose room it is, e.g.
› Give Ss time to do the activity, then check the answers on the bb.
Tommy’s kitchen.

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 Annie’s Tommy’s
Kim’s Emma’s
Eric’s Plucky’s

9 Guess!
› Ask Ss to look at the icon and the pictures and tell you what they have to do.
› Give Ss time to think of different sentences for the rest to guess. Encourage them to use their
copybook and the book.
› You may start by miming a couple of sentences yourself for Ss to see they are supposed to use
different structures.

WB EX 5 PAGE 133

Homework
Tell Ss to bring cut-outs or drawings of the food and parts of the house they’ve learnt. They
should also think of a sentence for the rest to guess.

Unit 8 >> 95

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 Getting started BUILDING CONFIDENCE
Start the lesson with the routine suggested in the Introduction. What did they get? You’ll name an object and Ss will have to say
who got it, e.g. A ball. Emma!
BUILDING CONFIDENCE

Pictionary. You can go on with the type of guessing activity as

shown in Exercise 9, but this time, Ss have to draw clues.
1 Listen and match
› Have Ss look at the icons for instructions and tell you what they have
to do. Remind them of the rules for listening.
Bye-bye school! › Play the recording and then check the answers on the bb.

› You can lead in by asking Ss what they do the last day of school. You MP3 TRACK 81
can also tell them about your own experience as a learner. Ask Ss if Miss Kenny: A big book for Annie, twelve pencils for Eric, a football
they feel happy or sad. Tell Ss how you feel at the end of the year. It is for Emma, two pens for Tommy and a green book for
OK to tell them we teachers feel tired, happy because the holidays are Plucky! Congratulations!
coming but sad sometimes because we won’t see our Ss in our class
again.
› If there is a celebration, ask Ss who attends these celebrations:
BUILDING CONFIDENCE

parents, brothers and sisters, friends, etc.
› Ask Ss to open their books at page 88, look at the panels and predict
what is going on. Play the recording and let Ss check their predictions.
› Point out to Ss how everybody cooperates to decorate the classroom.
Ask Ss how the kids feel about Plucky’s parents visiting the school. Ask
them how they would feel in this situation.
› Ask Ss whether there is a prize giving ceremony at their school at the
end of the year. Then tell them to concentrate on which is the present/
prize they like the most while they listen to the recording again.
1 Memory game. Tell Ss to close their books after trying to
memorise the information in Exercise 1. You’ll name the
character and they’ll have to tell you what Miss Kenny gives
them.
2 Write the bubbles. Ask Ss to write what each character is saying
according to the information in Exercise 1: Eric: I have twelve
pencils. Tell Ss they can draw the characters’ faces or write their
names.

MP3 TRACK 80

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 bedroom
table
small
chairs
kitchen

chips

2 Memory game BUILDING CONFIDENCE

A new song. Tell Ss you’ll create a new song by changing some of

› Tell Ss to look at the icon and tell you what they have to do. Encourage the words. Elicit from them which words they can change (some of
Ss to think of different sets of vocabulary. You can start by using the the nouns, the actions). Ask Ss to dictate to you which new words
information in Exercise 1, e.g. They have twelve pencils. They have they can use. Write them on the bb for the Ss to refer to when they
twelve pencils and a green book. They don’t have a white book. are writing their song.

BUILDING CONFIDENCE

Whose is it? Tell Ss to memorise the information in Exercise 1 and
then close their books. As you describe the school object, they’ll
have to say whose it is, e.g. It’s green. Plucky’s book.
WB EX 6 AND 7 PAGE 133
OUR POSTER
First ask Ss to take out their cut-outs. Write HOUSES at the top of the
poster paper. Ask Ss where they can stick the chicken and chips cut-outs
(on the Food poster they’ve made in unit 7). Have Ss glue their cut-outs on
the right poster.

Song
› Ask Ss to read the instructions. Ask them which words are missing and
write the options on the bb.
› Play the song once and check answers.
› Play the song again and invite everybody to join in. You can divide the
class into two groups, and have each group sing one line at a time.
› You can refer to the DVD for ideas.
N GS
SO
MP3 TRACK 11

Unit 8 >> 97

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 WB
1 Look and write
Focus: parts of a house.

› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally before they put it in writing.
› Check the answers on the bb. living room bathroom kitchen garden bedroom

EXPANSION
You can ask Ss to cut out a part of a picture of a part of the house
as in the exercise and write what it is below it. Ss can exchange
these cut outs as well. Ss can also use photos of their own houses.

2 Match. Then, complete

Focus: parts of the house and possessive case.

kitchen house bathroom

› First Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the exercise orally first. living room bedroom
› Check the answers on the bb.

EXPANSION
Ss can write about elements in the rooms saying whose they are.
EXPANSION
You can ask Ss to add two more possible endings to each stem.

3 Read and match. Then, write

5 Read and circle
Focus: parts of the house and furniture/ they have and don’t have.
Focus: language awareness.
› First Ss should look at the icons and tell you what they have to do.
› Ss do the exercise orally first.
› First, Ss should look at the icons and tell you what they have to do.
› Ask Ss to do the matching. Then help them focus on how the house is
› Ask Ss to do the exercise orally before they put it in writing. Ask Ss to
described so that they can use the first two descriptions as a model to
account for their choices.
complete the third one.

EXPANSION
EXPANSION
You can ask Ss to make the necessary changes in each sentence so
Ss can write a description of their house, this time using I have and as to choose the item they have not circled.
I don’t have. They can also find a cut-out of a house and describe it,
in which case they’ll write: they have/ don’t have.

6 Match opposites
4 Read and match Focus: adjectives.

Focus: language awareness. › First Ss should look at the icons and tell you what they have to do.
Check they understand the meaning of ‘opposite’.
› First Ss should look at the icons and tell you what they have to do. › Ask Ss to do the exercise orally before they put it in writing.
› Ask Ss to read the stems and tell you what type of information/ › Check the answers on the bb.
language they need, e.g. I like requires something/ a noun/ an object.
(Ss may not be ready to use metalanguage. It is important to check EXPANSION
with the classroom teacher what metalanguage they know).
You can ask Ss to use the adjectives (in pairs) in sentences, e.g.
› Ask Ss to do the exercise orally before they put it in writing.
Elephants are big. Apples are small.
› Check the answers on the bb.
98

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 have two bedrooms,
a big living room, a small
kitchen and a small
bathroom. They don’t
have a garden.
7 Write in your copybook
Focus: vocabulary.
› First Ss should look at the icons and tell you what they have to do.
› Ask the Ss to do the exercise orally before they put it in writing.
› Encourage Ss to go over their copybooks and books to make the lists
as complete as possible.
EXPANSION
You can ask Ss to use the lists to make a picture dictionary.
S TORYLINE M AG
A list poem
First ask Ss to focus on the title and elicit from them what a poem is
and what they think a list poem may be. Tell them to look at the title
at the top of the drawing of the book and to look at the pictures for
them to become aware of what they have to do. You can brainstorm
different adjectives and write them on the bb, which Ss can use as an
adjective bank. You can let Ss work individually or in pairs.
Give them time to do the exercise and have different Ss or pairs read
their versions. You can make a classroom display of the list poems.
Tongue twisters
Help Ss learn the tongue twisters by having them repeat it in chunks.
Let them say it to themselves several times before they say it out loud.
MP3 TRACK 82
M08_STL_TB_01ARG_3973_U8.indd 99
Answer Key
CLIL Pages
Answers: 1-b; 2-g; 3-f; 4-d; 5-a; 6-e; 7-c
Further Practice
Activity 1: Annie; Plucky; Emma.
Activity 2: 1 Kim; Annie; black/long. nose
2 Eric; nice/beautiful/short/thin; red; eyes; sister’s
Activity 3: 1 have, His, He’s; 2 Eric’s, a, are; 3 eyes, her, She’s;
4 like, they’re, fat, big; 5 hair, eyes; 6 drinks, milk; 7 Tommy’s, eggs;
8 They’re, bedroom, They.
Four in a row
Check if Ss know the game. You can also ask them what this game is
called in Spanish (Cuatro en línea).
Focus Ss’ attention on what the children are doing (the boy is pointing
to a picture in the book for the girl to say what it is). If the answer is
correct, the student can either colour one of the cells or place a piece
of paper on it. Then this student has to choose a picture from the
book for the first student to say what it is. If this answer is correct,
the second student either colours a cell or places a piece of paper on
one. The purpose of the game, in case Ss are not familiar with it, is to
be able to have four in a row, which means that Ss have to be careful
as to what cell they choose (to win and to prevent the other from
winning).
Unit 8 >> 99
22/4/15 12:13
 Si los niños viven con crítica, aprenden a condenar.
Si los niños viven con hostilidad, aprenden a pelear.
Si los niños viven con ridículo, aprenden a sentir timidez.

1
Si los niños viven con vergüenza, aprenden a sentir culpa.
Si los niños viven con estímulo, aprenden la confianza.
Si los niños viven con tolerancia, aprenden la paciencia.
Si los niños viven con alabanza, aprenden la apreciación.
Si los niños viven con aceptación, aprenden a amar.

Encuentros
Si los niños viven con aprobación, aprenden a quererse.
Si los niños viven con imparcialidad, aprenden la justicia.
Si los niños viven con seguridad, aprenden a tener confianza
ESCUELA HOGAR en sí mismos y en aquellos a su alrededor.
Dorothy Law Nolte, extracto del poema
Lina Casuscelli  •  Mercedes Pérez Berbain Children learn what they live

Bienvenidos a Encuentros Escuela Hogar, un espacio
pensado para acompañar a los chicos en la maravillosa experiencia de
aprender inglés, sepamos o no inglés.
STORYLINE es un libro de cuentos con actividades y juegos para
aprender inglés, escrito por un equipo de personas comprometidas
con la educación de los niños: autores, educadores, músicos, ilustra-
dores y editores. Y, como todo cuento, se recrea de manera única en
cada niño y en cada adulto cada vez que se cuenta. Cuantas más ve-
ces, mejor.
Desde casa podemos acompañar a los chicos a través de experiencias
cotidianas, como participar de un juego, mirar una película, cantar
una canción o simplemente contar o escuchar una anécdota de vida
que se vincule con lo visto en clase. Esto hará una gran diferencia en el
crecimiento del niño. El juego y el arte, al igual que el cuento, desarro-
llan nuestra imaginación y nos invitan a entender y repensar nuestro
lugar en el mundo.
El gran valor de aprender una segunda lengua reside en ampliar nues-
tro horizonte, en desarrollar nuevas estrategias cognitivas y en valorar
otras culturas. Un niño que aprende inglés (o cualquier otra lengua)
adquiere una visión más amplia del mundo y desarrolla su mente de
un modo más efectivo.
Para acompañar a los chicos en su aprendizaje les proponemos unir los
esfuerzos y deseos de la escuela a los de su familia y así lograr mejores
resultados. Encuentros Escuela Hogar es una invitación a:
Asociar el relato con la vida cotidiana para que los chicos de-
sarrollen aún más el valor de lo aprendido en clase; por ejem-
plo, el valor de la diferencia, de integrar y de aprender del otro;
la importancia de tolerar la adversidad y de apelar a nuestra fle-
xibilidad, creatividad y perseverancia; el rol de la familia como
sostén y punto de referencia, entre otros muchos fascinantes
temas que se desprenden de los relatos de STORYLINE.
Seguir las huellas de aprendizaje que van dejando los chicos,
compartiendo esas palabras clave que saltan de STORYLINE y
jugar con ellos para que afiancen en casa lo que aprenden
en la escuela. Estas palabras y frases, que están en su mayoría
en las canciones en MP3 y cuya letra está en cada capítulo de
las páginas de esta guía, son un puente desde y hacia la expe-
riencia de aprender. No proponemos que ustedes tengan que
‘tomarles la lección’. Sí que podamos aprender esas palabras
con los chicos, o bien reencontrarnos con ellas si las sabíamos.
Compartir es siempre volver a aprender y aprender es algo que
nunca termina.
A propósito de compartir y aprender, en este nivel
de STORYLINE incluimos una nueva sección llamada
Luz, Cámara, Acción, para que en familia, y a través
de la magia de una buena película, podamos volver
sobre los temas que nos propone cada unidad.

Sumergirnos en el cuento STORYLINE, capítulo por capítulo, y ¡Que lo disfruten!

descubrir como adultos el cuento detrás del cuento, el mensaje
entre líneas, los entretelones. Siempre es más fácil acompañar
a nuestros chicos si sabemos en qué andan, qué actividades
están haciendo, cuáles prefieren, de qué tratan los relatos que
están leyendo en la escuela, y qué están haciendo a partir de
ellos. Podrán ver en STORYLINE que los distintos personajes
pasan por experiencias similares a las de nuestros chicos. Por
ejemplo, la de conocer a la familia de un compañero que parece
ser distinta a la propia.

100 << STORYLINE 1 Photocopiable © Pearson Education

1 A new friend
Un nuevo amigo
La historia acontece en una región de montañas que bien podría ¿Qué hacer en casa? Hablar de lo nuevo, lo desconocido y lo raro
ser la Patagonia. Los personajes son niños de aproximadamente para los chicos en la escuela, contrastando distintos puntos de
ocho años de edad y los relatos transcurren tanto en la escuela vista. Por ejemplo, si hay un niño nuevo en clase, podemos ayu-
como en sus casas y su entorno natural. darlos a pensar cómo será ser o participar de una clase siendo ese
niño. Ésta puede ser una buena oportunidad para invitar a los
Annie es una niña vivaz que vive con sus padres y su hermanita
chicos a que dibujen su nueva aula, su maestra y sus compa-
de dos años; Emma y Eric son mellizos que viven con sus papás
ñeros. Es fascinante ver cómo los niños comparten lo que sienten
y con su perro Robby; Tommy, quien debido a una discapacidad
a través del arte y la charla que se genera a partir de él. Las elec-
está en silla de ruedas, es un ocurrente niño amante de la tecno-
ciones artísticas suelen ser significativas: los tamaños, los colores,
logía y Plucky es un osado y valiente plesiosauro que vive con
las presencias y omisiones. En este contexto algunos de los obje-
sus padres en el verdoso lago Pluck y se mantiene en contacto, a
tos pueden nombrarse en inglés. Lo importante es acompañar-
pesar de la distancia, con su abuela Nessie que vive en los lagos
los en este comienzo escolar, escuchar lo que les sorprende y sus
de Escocia.
razones, y si fuera pertinente, brindarles nuevos puntos de vista.
En este primer episodio, los niños, que se encontraban jugando
junto al lago Pluck, ven una figura que sale de la profundidad del
Luz, cámara, acción… Matilda, película basada
lago. ¡Imagínense la sorpresa y el susto al distinguir a un plesiosau-
en la novela de Roald Dahl, es una comedia para
ro a la distancia! No podían anticipar que estaban por conocer
toda la familia sobre una niña encantadora que
a quien sería su nuevo amigo de estudios y de aventuras. Pero,
posee una inteligencia extraordinaria y muchas
como siempre pasa cuando superamos la barrera de lo descono-
ganas de aprender. Ella cuenta con la ayuda de su
cido, ellos pronto descubren que Plucky no es ningún monstruo,
maestra, pero no de sus padres. Lo exagerado y fantasioso suele
sino alguien diferente pero muy amistoso. Plucky les ofrece la po-
ser motivo de risas y de catarsis, que los niños disfrutan con su
siblidad de descubrir un mundo diferente: el fantástico mundo
familia y amigos y los incentiva a hablar de las personas con las
de los plesiosauros bajo el agua, donde se conjugan elementos
que se relacionan en la vida cotidiana.
tanto de su mundo como del mundo humano. Así, descubrirán
que tienen mucho en común con su nuevo amigo.

La ironía es que Pucky también se asusta de lo extraño, por más pe-

queño que sea. En efecto, al ver al perrito Robby, sale disparando al
agua ‘rumbo a su casa’ y se olvida su mochila a orillas del lago. Los ni-
ños naturalmente abren la mochila para ver de qué se trata y llaman
a Plucky para que vuelva a buscarla.

Acto seguido vemos a los alumnos preparándose para la escue-

la y alistando útiles y ropa. Advertimos la ayuda de los padres
pero también la autonomía de los niños. El plesiosauro tenía
todo listo menos el uniforme. Oportunidad que aprovecha Eric
para ofrecerle un delantal de más que él tenía.

Este episodio nos permite saborear y valorar el entusiasmo

que tienen los chicos por la escuela. La experiencia escolar, que
ofrece un nuevo escenario de desafíos, es única para cada niño.
Los adultos podemos hacer mucho para que el niño desarro-
lle su potencialidad al máximo, con nuestro ­ineludible rol de
sostén y de ayuda en la formación de hábitos conducentes al
aprendizaje, al trabajo y a las relaciones humanas. Songs MP3 track 10

Como pasa en el cuento, los compañeros pueden ser muy distintos

Point to the pencil
entre sí. Sin embargo, los une el temor a lo desconocido y el desafío
de desarrollar estrategias cognitivas, emocionales y de convivencia Open your book
que los acompañarán a lo largo de la vida: aceptación, liderazgo, Show me a school bag
discernimiento, flexibilidad, creatividad, compañerismo, apoyo, Draw number 2
fuerza de voluntad, proactividad,… todo esto se aprende desde
temprana edad. Listen to the teacher
Look at me
Write your name
Count 1, 2, 3

STORYLINE 1 Photocopiable © Pearson Education >> 101

2 A family of plesiosaurs
Una familia de plesiosauros
Empezaron las clases y Miss Kenny, la maestra, se sorprende y
hasta se asusta cuando ve a Plucky, el plesiosauro, entrar al aula.
Eric lo presenta y Miss Kenny, superado el susto, le da la bienve-
nida y le señala su pupitre y su silla que coincidentemente son
verdes, el color favorito de Plucky.
En el aula vemos cuán distintos son los niños pero cómo todos,
a la hora de abrir los cuadernos y trabajar, lo hacen con el mismo
entusiasmo y dentro de sus posibilidades. Es que aprender es
una aventura maravillosa.
Al finalizar el día, Plucky conoce a la familia de Annie: su mamá,
su papá y su hermanita Kim, de sólo dos años, quien confunde a
Plucky con un perro.
Más tarde, es Plucky quien invita a sus nuevos amigos a conocer
su ‘lugar’, el lago Pluck, donde les presenta a su mamá y a su papá.
Plucky está feliz con su primer día en la escuela y una vez en su
casa comparte impresiones sobre sus nuevas experiencias. La es-
cuela demuestra ser un lugar de nuevos colores para él, de colores
más allá del verde, como el azul, el amarillo y el rojo.
¿Qué hacer en casa? Podemos jugar al juego de la verdad en
inglés o en español: el adulto cierra los ojos. El niño toma un ob-
jeto y lo esconde detrás de si mismo. Luego opta por decir lo que
tiene o por decir lo contrario. El adulto, con los ojos abiertos, debe
decidir si es verdad o no diciendo Yes (Si) o No (No), después de
lo cual el niño mostrará el objeto y revelará si el adulto ha acer-
tado o no. Ejemplo: I have a rubber (Tengo una goma de borrar).
Este es un juego para jugar en cualquier lugar o momento del día
y ayuda a los chicos no sólo a afianzar el vocabulario aprendido
sino también a desarrollar estrategias de pensamiento crítico y
de discernimiento. Para ello les recomendamos ayudar a los niños
a reflexionar sobre algunas de las estrategias que utilizamos en el
juego para acertar, como, por ejemplo, detectar una cierta sonrisa
picaresca en quien no dice la verdad o advertir que hay un objeto
que suele estar en cierto lugar pero que al momento del juego no
está.
A propósito de adivinar ‘lo que tengo’, otra buena idea puede
ser proponer que los chicos compartan con su familia aquellos
juegos aprendidos en clase. Esto suele ser muy placentero para
ellos.

En este episodio tomamos conciencia sobre el bagaje familiar

que traen los niños al llegar a la escuela, que si bien los influ- Luz, cámara, acción… Para ahondar en el tema
ye notablemente, no los determina. Los personajes del cuento de las necesidades universales como la amistad y
comentan acerca de su grupo familiar y de sus casas. La escue- la recreación y para ver el papel que juegan nues-
la, como verdadera institución democrática, otorga las mismas tras pertenencias y circunstancias, les sugerimos
oportunidades a todos los niños. Sin embargo, no todos los ni- compartir con los niños la película El príncipe y el mendigo basa-
ños aprovechan estas ocasiones de aprendizaje de la misma ma- da en la novela de Mark Twain.
nera y es allí donde los adultos podemos ofrecer nuestro apoyo:
valorando sus logros por pequeños que sean, dando crédito al
maestro y ayudando a los niños a tomar todas las oportunida-
des de aprendizaje posibles sin temor a equivocarse. Ellos nece-
sitan sentirse parte de la comunidad que integran y desarrollar
su voluntad y su confianza.

Songs MP3 track 5

I have a brother
He is ten
I have a sister
She's eight
And what about you, my friend?

I don't have a brother

I don't have a sister
But I have a nice dog
And three great friends

102 << STORYLINE 1 Photocopiable © Pearson Education

3 Plucky’s playing football
Plucky está jugando al fútbol
Plucky sigue disfrutando de la escuela, especialmente del ¿Qué hacer en casa? En esta unidad los niños aprenden a hacer
recreo. Y como él es un plesiosauro muy actualizado y quiere referencia a acciones que están realizando al momento de ha-
compartir su alegría, decide mandar mensajes de texto, esta vez blar o escribir. Podemos jugar al juego Sin repetir y sin soplar.
a sus papás, a quienes les cuenta que está jugando al fútbol. Por ejemplo: Adulto: Sin repetir y sin soplar, acciones que se rea-
Ellos reciben el SMS bajo el agua del lago Pluck y se ponen muy lizan en la escuela. Niño: Drawing, colouring, matching, singing,
orgullosos. writing, reading, playing, etc. Si el adulto no sabe inglés se le
puede pedir al niño que acompañe cada palabra con el gesto
Es tanta la alegría de Plucky que no sólo saca fotos para luego
correspondiente. A este juego le podemos combinar otras áreas
mostrarles a sus papás sino que desde el aula les manda otro
de vocabulario que los chicos hayan aprendido, por ejemplo:
mensaje de texto contándoles que está leyendo y dibujando un
Sin repetir y sin soplar, útiles escolares, colores, números, etc. La
cuento. En su algarabía, Plucky rompe una norma escolar. Miss
consigna es divertirse, compartir y crear.
Kenny le llama la atención porque -por supuesto- no se pueden
usar los teléfonos celulares en el aula.
Luz, cámara, acción… Quisiera ser grande es una pe-
Como sabemos, la tecnología, bien utilizada, nos abre camino
lícula de fines de los 80s que podemos compartir con
hacia nuevos mundos. Es así como Tommy, al ver un documen-
los niños. Si bien no muestra la tecnología actual, sí
tal por televisión acerca de un plesiosauro en Escocia, se comu-
muestra cómo los protagonistas, de unos diez años
nica con su amigo Plucky para contarle lo que ha descubierto.
de edad, se comunican a través de ­walkie-talkies, máquinas en el
Plucky, que no tiene televisor, escucha el relato de Tommy y en
parque de diversiones (con un mensaje escrito que el niño lee atóni-
seguida deduce que se trata de su abuela Nessie. ¡La raíces de
to), computadoras, escritos, formularios para llenar a mano, cheques
Plucky llegan hasta Escocia!
para cobrar y hasta vemos cómo buscan al niño perdido a través de
un mensaje en el cartón de leche. Estos medios tan variados para la
Este episodio nos permite ver, entre otras cosas, la familia- comunicación escrita y oral son un buen ejemplo de cómo la lengua
ridad que los niños muestran con la tecnología: mensajes de nos inunda y nos define. Con los años cambian los medios, pero el
texto, cámaras digitales o en los celulares, televisores, mp3 hombre sigue comunicándose y expresándose tal como lo hacía en
o similares para escuchar música, computadoras; por suerte, la antigüedad.
todo combinado con la lectura, el dibujo, la escritura y el jue-
go. El uso de la lengua a través de la tecnología es sumamen-
te real para los niños: qué mejor contexto para contar lo que
uno está haciendo que mandar un mensaje de texto a alguien
que está ansioso por saber de nosotros o describir una foto a
alguien que quiere saber acerca de los que nos acompañan.
El buen uso de la lengua, tanto del inglés como del español,
en circunstancias tan reales como éstas, se asemeja a practicar
las restas con el vuelto del kiosco. Queremos ver a los niños
zambullirse en ‘las letras’ y, en ocasiones, la tecnología bien uti-
lizada puede convertirse en un buen incentivo.

Songs MP3 track 6

Annie is writing a story Emma is reading a book

Tommy is watching TV Mum is listening to me
Eric is listening to music Dad is drawing a story
And I am playing, 1, 2, 3 And I am playing, 1, 2, 3

Let's sing, let's play

All together today

STORYLINE 1 Photocopiable © Pearson Education >> 103

4 Grandma’s tall and I’m short
Mi abuela es alta y yo soy bajo
Ya conocemos más sobre los personajes y sus familias y ve-
mos cómo ellos se van ‘adentrando’ cada vez más en la histo-
ria de cada uno de sus amigos. Comparten fotos de abuelas y
hermanas, hablan de cada una, encuentran parecidos y se com-
paran con ellas. Y, como era previsible, Plucky está triste pues
extraña a su abuela Nessie, que vive en Escocia.
¿Qué hacer en casa? Para hablar de edades, descripciones y ac-
ciones les sugerimos compartir en familia las fotos guardadas
en aquel cajón o baúl de nuestras casas. Invitemos a los niños
a mirar, a interesarse y a describir las fotos que van descu-
briendo y seguramente surgirá la oportunidad para intercalar
ricas anécdotas familiares.

¡Quién mejor que Tommy para poner la tecnología a actuar nue-

vamente! A Plucky no sólo le prestan los chicos la computadora
sino que le enseñan a usarla y entre todos logran enviarle un co-
rreo electrónico a la abuela Nessie. ¡Qué gran logro colectivo! La
abuela se maravilla al recibir el correo y al pensar que viene de su
nieto que tiene sólo ocho años de edad. Este intercambio es una
nueva oportunidad para el descubrimiento y el aprendizaje.
Luz, cámara, acción… Les recomendamos mirar
con los chicos Charlie y la fábrica de chocolate o la
versión de los 70s, Willy Wonka y la fábrica de cho-
colate, ambas basadas en la novela de Roald Dahl.
En estas películas se ve un conmovedor vínculo entre Charlie, el
protagonista, y sus abuelos.

Este episodio nos permite ver nuevamente a la tecnología

como medio que rompe barreras y une puntos distantes. La
tecnología al servicio de la comunicación y como medio para
promover el aprendizaje. Los niños se enseñan mutuamente y
logran establecer un vínculo familiar gracias al intercambio ge-
neroso de conocimiento entre pares. No pasan por el bloqueo
de no saber qué escribir, ni de borrones, ni de papeles ajados.
Juntos, y con la facilidad que hoy en día nos ofrece la compu-
tación, producen un contacto que con el paso de los años ad-
quirirá más vuelo. Hoy por hoy ellos logran su cometido con los
recursos que cuentan y con la sencillez que caracteriza su edad.
Los niños no tienen que esperar a ser grandes para hacer algo
de valor humano; ellos aprenden mientras hacen.

Nos imaginamos la respuesta de la abuela Nessie, bien estruc-

turada, con buena puntuación y con un vocabulario amplio y
sensible. ¿Qué ocasión más pertinente para aprender a leer y a
escribir que abuela y nieto carteándose?

Songs MP3 track 7

Mum’s fat
And Grandma’s tall
Tim’s thin
And Fay is short

Fat, thin, short or tall

We, plesiosaurs, love football!

Football is nice
Football is fun
Let’s play! Come! Come!

104 << STORYLINE 1 Photocopiable © Pearson Education

5 A snowman
Un muñeco de nieve
Llegó el invierno: tiempo de frío y hasta de nieve en lugares
como en los que transcurre nuestra historia. Una oportunidad
ideal para hacer un muñeco de nieve. ¿Cómo lo hacen los niños
en la historia? Con las cosas que tienen a mano en sus casas o en
los alrededores y, por sobre todo, se proponen que el muñeco
blanco tenga mucho color.
¿Qué hacer en casa? Les proponemos que estimulen a los chi-
cos a que inventen un personaje y lo hagan con los materiales
que tengamos. Puede ser un títere, un dibujo cortado o un mu-
ñeco, que podrá convertirse en un compañero de juegos o de
roles, si así lo quisiese el niño. ¿Recuerdan a Wilson en la película
El Náufrago?

También es un buen momento para esquiar en la nieve: a Plucky

no le resulta nada fácil, por eso sus amigos lo apoyan y Emma, Luz, cámara, acción… Siguiendo con el tema
su instructora, le enseña. Vemos cómo, a pesar de los golpes y de los juguetes ‘amigos’ que cobran vida y hasta
de los chichones, Plucky, con muy buena disposición, aprende a ‘sienten’ en la ficción, los invitamos a compartir
deslizarse en la nieve y agradece a todos los que lo acompañan con los chicos la película Toy Story, una historia
y le enseñan. Luego, juntos celebran un gran día compartiendo que trata de lo que siente y hace un juguete cuando se ve des-
un merecido picnic. plazado por otro. Una gran oportunidad para airear temas que
nos conciernen a todos, pues los valores se van construyendo
día a día, no sólo a partir de vivencias propias sino también de
Este episodio nos permite advertir que hay cosas que para al-
experiencias ajenas o ficticias compartidas.
gunos son muy fáciles y que para otros no lo son tanto (como,
por ejemplo, desplazarse en la nieve para Plucky). Tolerar la ad-
versidad y el fracaso son pasos inevitables en todo aprendizaje
y en todo vivir. Como adultos, sabemos que son muy pocas las
veces en que las cosas nos salen bien inicialmente; por lo que
nuestra capacidad de resiliencia y perseverancia harán la dife-
rencia entre el logro o el abandono. Los niños pequeños pueden
no saber esto aún y lo aprenden a partir de sus experiencias y a
partir de nuestra reacción frente al error propio y al de ellos.

Notamos también la diversidad de criterios y de gustos a la hora

de utilizar el tiempo y los recursos, por ejemplo, en los pasatiem-
pos. Reparar en esto promueve la flexibilidad y la apertura
mental que tanto necesitamos hoy en día. Más aún, compro-
bamos que con muy poco y con muchas ganas podemos lograr
cosas extraordinarias, como el muñeco de nieve de los chicos.

Songs MP3 track 8

What's her name? It's Betty Jane.

Her hair is purple and her eyes are grey.

What's his name? It's Michael Slim.

His head is big and his body is thin.

Betty Jane and Michael Slim.

Betty Jane and Michael Slim.

STORYLINE 1 Photocopiable © Pearson Education >> 105

6 Let’s play!
¡A jugar!
Como sigue nevando -¡y mucho!- esta vez los chicos no pueden ¿Qué hacer en casa? Les sugerimos incentivar a los niños a
salir del aula para jugar durante el recreo. Buen momento, en- que inventen un juego con elementos sencillos que tengamos
tonces, para realizar otro tipo de actividades y compartir otros a mano. Por ejemplo, con una huevera y una pelotita pequeña
juegos y juguetes. Para Plucky continúa el descubrimiento y tipo golf se puede jugar a impulsar la huevera para mover la pe-
para los chicos, las oportunidades para compartir. lotita de agujero en agujero sin que se caiga al piso. También el
niño puede pegar números en los huecos e ir sumando puntos
Pero en este día tan frío, hay otros que necesitan compartir otras
a medida que la pelotita salta de hueco en hueco o pegar dibu-
cosas, como un poquito de calor. Es el caso de un puma cachorro
jos de vocabulario que ya sabe decir en inglés y decirlos a me-
que aparece en el patio de la escuela y que los chicos confunden
dida que la pelotita aterriza en cada agujero. No importa qué, lo
con un gato. Al parecer se trata del cachorro de la puma que
importante es que el juego lo diseñe el niño y que decida cuáles
habita cerca del Lago Pluck, quien será trasladado a su hábitat
son las reglas y cuál es el objetivo.
de inmediato, pues los animales también tienen sus derechos y
necesidades.
Luz, cámara, acción… Este capítulo nos confronta
Al regresar a casa, Plucky tiene muchas cosas para contar pero
con la diversidad cultural de idiomas, de especies
lo que más le ha llamado la atención es el tipo de juguetes y
animales, de gustos y de habilidades, entre otras.
mascotas que tienen sus amigos. Como es de prever su mamá le
La película La vuelta al mundo en ochenta días, ba-
hace notar que son diferentes a las de él pero no más valiosas.
sada en la novela de Julio Verne, resulta ideal para invitar a los
¡Y las sorpresas continúan! Tommy le avisa por teléfono que su niños a recorrer algunos lugares del mundo de la mano del señor
abuela Nessie envió una caja a nombre de Plucky. Pronto descu- Fogg, un inventor inglés que apuesta a la Academia de Ciencias a
bren que, tal como lo dice la carta adjunta, dentro de la caja hay que podrá dar la vuelta al mundo en ochenta días. Seremos partí-
juguetes y abrigos para él y para todos sus amigos. Es indudable cipes de vivencias muy ricas en valores personales y culturales.
que Plucky no sólo tiene una abuela muy generosa sino amigos
maravillosos: un afortunado.

Este episodio nos permite notar cómo la maestra actúa de ma-

nera proactiva con respecto a dónde organizar el recreo, es decir,
hace el mejor uso posible de los recursos que están a su alcance
y de las circunstancias. Los niños aprenden lo que viven, por lo
que podemos retomar esta actitud cada vez que tengamos que
hacer un cambio de planes o que el niño se empecine en cierta
idea sin tener en cuenta los factores que lo acompañan.

También presenciamos la importancia de que los niños valoren

sus familias, sus vínculos y sus pertenencias y que perciban las
de otros como distintas, ni mejores ni peores. Asimismo, que co-
rroboren que lo material no es esencial para la vida. No somos lo
que tenemos.

Y es cuando uno da lo mejor de uno sin buscar una recompensa

que la vida nos sorprende: la caja de la abuela llena de regalos es
una metáfora de lo fortuito y del amor incondicional. Una acción
vale más que mil palabras. Y un gesto como éste llega siempre
en el momento preciso.

Songs MP3 track 9

Eric! Tell me about your toys. Emma! What about you?

I have a robot and a big ball, I don't have a doll or a soft toy.
To play with Robby, my dog. But I have a fish and a cat.
His name is Bobby and he's very fat.
He's Bobby. He's very fat. He's my cat!

106 << STORYLINE 1 Photocopiable © Pearson Education

7 It’s picnic time!
¡Es la hora del picnic!
Se acerca la primavera y los chicos de STORYLINE organizan ¿Qué hacer en casa? Invitar a los niños a recortar de diarios y
un día de camping al que concurren todos los niños, incluso revistas dibujos de comidas y ver qué cosas pueden nombrar
Tommy, quien a la par de sus amigos, sube y baja las verdes la- en inglés y en español.
deras a caballo, guiado por el padre de Annie. Para la comida,
cada uno lleva algo distinto para compartir con el resto del gru-
Luz, cámara, acción… La película El Libro de la
po. Hay para todos los gustos: hamburguesas, salchichas, queso,
Selva, basado en las historias de Rudyard Kipling
huevos, frutas, galletitas y torta.
de la selva india, resulta sumamente interesante
Y como siempre sucede, luego de hacer un asado, a las brasas para que los chicos aprecien distintos animales en
hay que apagarlas con agua. Plucky escucha esto y sabe que es su hábitat y su relación con el humano. Un clásico al aire libre
su momento para contribuir: no sólo apaga el fuego con mucha lleno de emoción y ritmos musicales.
agua que acumuló en su panza sino que empapa a los chicos,
cosa que a todos les gusta, por suerte.

Ya de regreso a sus hogares, encuentran una familia de ciervos

con un cervatillo. Al principio quieren alimentarlo hasta que se
dan cuenta de que al estar mamando esto sería perjudicial. Lo
que sí hacen es fotografiarlos pues los chicos los encuentran
muy hermosos.

Este episodio nos permite reparar en el cuidado del medio

ambiente y en lo bien que nos hace estar al aire libre, en con-
tacto con la naturaleza. Esto requiere de cierta preparación, de
una buena predisposición y de responsabilidad, ante todo. En
ocasiones como esta salen a relucir los distintos gustos y cos-
tumbres y es entonces, cuando nos animamos a probar cosas
nuevas. Y cuando no nos atrevemos, expresamos cuáles son
nuestras necesidades. Lo importante está en la experiencia
compartida, que servirá de anclaje para cada uno de los partici-
pantes y para el grupo como tal.

Todo esto transcurre sin la presencia de la maestra, lo cual da a

los niños la posibilidad de actuar con reglas menos marcadas.
Es en situaciones informales como salidas, cumpleaños y cam-
pamentos no escolares, donde podemos apreciar los compor-
tamientos de los niños desde nuevos puntos de vista y cómo
con flexibilidad y apertura todos pueden participar con un rol
importante.

Songs MP3 track 10

I'm a cat. I love fish!

I like milk, but I don't like tea.

I'm a hamster. I like biscuits,

chocolate cake and cheese.

I'm a monkey. Look at me!

I'm having a soda, eggs and cheese,
an apple, a banana, and three sandwiches!

Please, stop! Please, stop! Please, stop!

STORYLINE 1 Photocopiable © Pearson Education >> 107

8 Come and see my house
Vení a conocer mi casa
Plucky, Eric, Emma, Annie y Tommy siguen descubriendo
nuevos mundos. En esta oportunidad, dando a conocer sus
respectivas casas. Primero, ­Plucky visita la casa de Eric y Emma.
Una casa diferente a la suya, que, por supuesto, no está deba-
jo del agua. Ve los distintos ambientes y descubre elementos
desconocidos para él. También hay mucha comida: la delicia de
Plucky. Luego es Plucky el anfitrión, quien tiene la oportunidad
de mostrar a sus amigos su casa bajo el agua y hasta su jardín.
Y así, entre encuentros y vivencias, ha transcurrido el año esco-
lar y para celebrar este fin de ciclo los alumnos adornan el aula
y reciben a sus padres. Se respira en el ambiente ese clima de
trabajo compartido y de esfuerzo dedicado. Miss Kenny mencio-
na los logros de cada uno, comparte su alegría y felicita a todos
por el trabajo realizado. Agradece a los padres por su colabora-
ción y luego de haber pensado en los gustos personales de cada
alumno, les entrega un regalo a manera de premio y recuerdo
del año: un libro para Annie, una caja de lápices para Eric, una
pelota de fútbol para Emma, unas lapiceras para Tommy y un
libro -¡verde!- para Plucky.
¿Qué hacer en casa? Podemos invitar a los chicos a hacer un
collage de cosas que aprendieron en la clase de inglés este
año y esperemos una obra de arte moderno que quién sabe
qué nos mostrará. Aquí podrán dibujar, pegar, pintar y agregar
elementos y dar rienda libre a su imaginación.
Luz, cámara, acción… Como cierre les sugeri-
mos que disfruten con los niños El Globo Rojo, una
película francesa de 1956, sobre las aventuras de
Pascal. Allí se tratan muchos de los trascendentes
temas que los chicos han visto a lo largo del año, como el descu-
brimiento, la identidad, la amistad, la obediencia, la flexibilidad,
la tolerancia a la adversidad, la valentía, la resiliencia, la solidari-
dad y el espíritu de equipo y de comunidad. Al comparar distin-
tas épocas y realidades los niños podrán entender y valorar aún
más la propia.

Este episodio nos permite apreciar lo importante que es para

todos nosotros hablar y compartir, ya sea nuestras casas, nues-
tras preferencias o nuestros seres queridos. El entorno que nos
acompaña nos honra y nos da el sostén que necesitamos. Los
niños aprenden mucho al comparar y contrastar familias y, a
menudo, descubren que el césped no es siempre más verde en lo
del vecino… y que en todos lados se cuecen habas; que lo nues-
tro que parecía ser menos prometedor es ni más ni menos que
lo que nos hace felices o simplemente lo que nos hace quienes
somos.

Todos disfrutamos de los cierres, pero más aún cuando sabe-

mos el esfuerzo que implicó y lo mucho que dejamos de lado
por cumplir con nuestros propósitos. Todo logro implica una
puesta a prueba de nuestra fuerza de voluntad y a veces hasta
un sinuoso camino; sin la instantaneidad que nos ofrece hoy la
tecnología ni la practicidad expuesta en las góndolas. Este sen-
timiento tan íntimo vale la pena compartirlo con los chicos día
a día, así como el de detectar aquellas personas que nos facili-
taron el camino y hacérselos saber. Gracias es quizás una de las
más valiosas palabras a saber en cualquier idioma.

Songs MP3 track 11

I have a big bedroom,

a bed, a table and toys.
I have a small living room,
four chairs and that's all!

And what about the kitchen?

Oh, yes! I love the kitchen!
Oh, yes, do you?
Soda, chips and chicken.

108 << STORYLINE 1 Photocopiable © Pearson Education

STORYLINE 1 Photocopiable © Pearson Education >> 109
How to go about the story INSECTS
In this section, we will provide teachers with ideas on how to work on the
story and use it for kids to perform it as a play at the end of the year, if
there is a celebration, or maybe, to do so for other kids at school. As with
all stories, start with a lead-in to help kids make predictions.
Possible lead-ins:
›› You can ask kids about their favourite celebrations. You can name a
few, e.g. Christmas, Kids’ Day, their birthday, among others.
›› You can also tell kids about your favourite celebration.
›› After a few celebrations have been named, you can discuss typical
activities on birthdays. In some families, the birthday boy or girl is
treated to breakfast in bed, or is asked to choose something special to
eat. In others, they invite their closest relatives, friends and neighbours
to celebrate. In some cultures, the birthday person receives presents
while in others, he or she is the one to give presents to people he/she
loves. This is a good occasion to show how much diversity there is in
this world, and that we should be open to what is completely different
from what we are used to doing.
›› You can design a worksheet in which kids draw themselves in the
middle and draw boxes around with the words WHERE, WHO, FOOD,
PRESENTS for them to complete either using words or drawings, related
to their own experience as regards birthday celebrations.
›› You can ask kids about the most curious present they have ever
received. The important aspect here is not for kids to show off but
rather, to discuss presents from a different perspective. Also, this can
lead to discussing what different kids may consider curious about
a birthday present, which can also help them become more aware
of diversity. From the point of view of language, this is also a good
opportunity to teach some new vocabulary.
›› You can organise a birthday party at school every three months for
all those who have turned another year. Remember it is necessary to
speak to the authorities first.
Ask kids to open their books at page 94. Focus their attention on the first
illustration. Who can you see? Where are they? What are they celebrating?
How do you know? Encourage them to infer using the different clues in
the picture. Ask kids what they think the story may be about. As usual,
accept all their predictions and hypotheses. You may keep a record of
them on the board and go back to them after they have read the story.
Read the title of the story – Insects – and ask kids what they think the
story may be about. Ask them to make connections between this family
and the title. As usual, accept all their predictions and hypotheses. Once
again, you may also keep a record of them on the board and go back to
them after they have read the story.
Read the story to them while they follow by reading their books. Once
you have read scene one, you can ask kids whether they’ve ever used a
magnifying glass to look at something very small or whether they are
acquainted with microscopes. When you get to scene two, ask them to
describe what they see – an anthill with an ant family. Ask them what this
ant family has in common with a human family – maybe they will say
there is a mother, father, kids, a living room with furniture and food.
Go on reading the third scene. After you read the first lines, ask kids. Who’s
talking now? The kids or the insects? How are they feeling? Happy?
Go on reading the last scene. Ask them what they think has happened.
What did the kids say? Did mother and father believe them? Why not?
After the first reading, go back to the kids’ predictions to see how close
they were. You can ask them what they had based their predictions on,
e.g. words from the story, the illustrations and the title.
You can show kids how insects and humans view the same situation from
their own viewpoint or – in other words – they understand the situation
110
from their own cultural point of view. Being able to share and recognize
others’ feelings and emotions helps kids develop empathy – a capacity
that makes less distinct the differences between the self and others. Thus,
this is key in becoming interculturally aware and constructing a better
and peaceful place to live.
Activities are presented that will require that kids go back to the story to
find the answers. As usual, kids can work alone or in groups.
1 Read and Match
Once kids do the activity, you can ask them what else they can add in
each box. They may decide to write ‘table’ in both boxes since there is a
table in Lily’s living room as well as in the ants’ living room.
Answers: Lily’s family: presents camera birthday; The ants’ family: biscuits
five chairs orange juice ball TV
2 Read and Circle
As a follow up activity, you can invite kids to add a few more items to the
list. Again, it can be the case that an item applies to both families.
Answers: 1 L, 2 A, 3 A, 4 L, 5 A, 6 A
3 Read and complete
You have to make sure that kids know where they can find information:
Scene II in their books. If you think this activity may be too challenging
for your learners, you can write a similar scene on the board including
options instead of blanks to complete. Once you have finished this part,
kids can do the activity in their books. If they still need more guidance,
write the scene on the board and have kids dictate the answers to you.
Answers: celebrating, eating, drinking, playing, eyes, fat
4 Write
The kids are invited to make an invitation for Lily’s birthday party. There
are different possibilities to go about this, from which we present one
below.
First you can ask kids what information they usually find in a birthday
invitation – the name of the birthday boy/girl, a date and time, and the
place of the celebration – and what illustrations, if any. You can show
them a couple of birthday invitations, or you can work with the skeleton
in the book. Help them identify where they have to write each item of
information.
Dear
Come to my birthday party!
When?
What time?
Where?
Love,
As a follow up, they can make birthday invitations. Elicit from them what
they need:
›› The date, time and place.
›› A sheet of paper to draw the invitation.
›› Writing materials – pencils, coloured pencils or crayons, markers.
›› Illustrations to decorate the invitation.
Kids can work in groups to make the invitation. Before they start working,
make sure they all have their materials ready and that they know where
to look for information if necessary – the calendar. As they are working,
walk around and offer help as needed. You can make a classroom display
of the invitations. If the kids are going to act out this play, they can
display the list as part of the decoration.
Presenting the play at a school celebration
The kids have to be familiar with the story first. Once they all know the
story, you need to assign roles.
The following is the list of characters:
Lily
Dad
Mum
Sam
Baby ant
Mummy ant
Daddy ant
To make sure every kid has a role to play, there may be one kid per
charcter per scene, which means 3 Lilys, 2 Mums, 2 Dads and 2 Sams. You
can add the new scene as well, for which you need 3 more kids. There
is need for the narrator as well. More than one kid can be in charge of
this. The teacher may also decide to include a narrator who provides a
summary of the story in Spanish. There are always kids who do not like
acting, yet they may have an active role. One or two can be the ones who
appear when there is a change of scene, carrying the scene flashcards.
Some other kids can be in charge of writing the invitations for the
play, and they can also design the programme. In this way, every kid is
involved in the play.
Learning the lines
You may start by reading each of the lines yourself and having kids
imitate you, including tone, intonation, pitch and gesture. Kids can use
the illustrations or any other prompt to remember what they have to say.
Once you have worked on the first scene, you can divide the class into
two groups, one per character, for them to say the lines. You can then
invite kids to the front, one from each group, to act out the first scene.
You can use the same procedure for the other scenes.
To close the play and have everybody on stage, you can teach this rap:
We are (3A),
this is our play
We love acting
A big hand, hey!
Once the play is over, tell kids to leave the stage (if possible) or to go to
the back. As you name the different characters and participants in the
play, they should go to the front of the stage and bow to the audience.
Start by naming the helpers (those in charge of the invitations, the
programmes, the decoration), and then the characters. Finally, call out
3 A – i.e. the class – for everybody to walk to the front and take a final
bow.
It will be necessary to rehearse the play several times at the spot in
which kids will perform. It is important for kids to know where they need
to stand before it’s their turn to act, and where they have to go once
their scene is over to wait for the final bow. If microphones are going
to be used, kids will need to pass them from kid to kid, which needs to
be planned and practised as well. You will also need one or two kids in
charge of the props. They need to bring the ones for each scene and
remove those which are no longer used. Again, it is crucial to rehearse all
these movements.
You may decide it is better to rehearse one or two scenes at a time. Once
everybody knows the lines and knows exactly what to do and when to do
it, you can organize a ‘dress’ rehearsal: the kids will be wearing the masks
or carrying the paper puppets.
One last idea. It may be the case that the celebration at the end of the
year is some other group’s responsibility, or that the school has decided
to include other performances. You can still have the kids act out this play
for their families. You can invite them to school and instead of using the
main hall, if there is no stage, the kids can perform in their classroom.
As you will know this in advance, all the tips and pieces of advice on
rehearsal apply in this case as well.
New Sections
Test your memory!
On pages 98/99 in the Pupil’s Book, a new section has been added, Test
your Memory!!! The purpose of this section is twofold. On the one hand,
activities are presented which integrate all the language kids have been
working with along Storyline 1. On the other hand, the topic of these
activities is information about the characters. In some cases, kids will
remember a lot about each of the characters, and will not need to go
back to the stories to check how to solve each of the items. If this is the
case, when checking, kids should tell you where to find the information.
This will show them how important it is to know where to find
information or evidence for an answer. If there is information kids do not
remember, they can go back to the stories before attempting an answer.
Answers
Activity 1: 1 No, 2 Brown, 3 Blue and purple, 4 2, 5 No, 6 Yes 7 Yes 8 Yes, 9
Blue, 10 Yes
Activity 2: 1 Plucky, 2 Eric, 3 Emma, 4 Annie, 5 Emma, 6 Tommy, 7 Annie’s
dad, 8 Emma
Activity 3: 1 I’m 2 I’m 3 don’t have 4 have 5 I’m 6 don’t have 7 have
1 I’m 2 don’t have 3 have 4 is 5 He’s 6 is 7 are
Activity 4: 1-g; 2-a; 3-d; 4-h; 5-c; 6-e; 7-b; 8-f
Students in 3A
On pages 100/101 another integrative activity is presented in the form
of a school blog, which is quite common in several schools. First kids are
invited to read some of the Storyline characters’ presentations and write
the correct name. Secondly, they are provided with a file in which there is
information about other characters for kids to complete these characters’
presentation.
To do this, kids can work individually, collaboratively in small groups.
The teacher may also opt for doing the first presentation with the kids
dictating the text to him/her. Whatever the way, it is important to help
kids see the connection between the two text types presented: the file
and the presentation, the former being a synthesis of the most important
information, which will be enlarged upon and constructed into an
informative text in the presentation. Kids can also be invited to add
information on the teacher, Miss Kenny.
As a follow up, the teacher can decide to design a similar blog with his/
her students, or a poster with this information.
Further Practice
At the end of the workbook section, on pages 134 to 149, two pages have
been added to each of the units in Storyline 1. Teachers can go about
these activities in different ways. The following are a few suggestions:
›› Fast finishers can start doing some of the activities which the rest can
do as homework.
>> 111
›› Kids can be asked to do the activities at home. These activities can be
checked in class, maybe once a week.
›› Kids can complete the activities either in class or as homework as they
learn different topics or at the end of the unit.
›› To help kids revise and integrate, they can complete the activities for
Unit 1 in this section as they are working with Unit 2 (or any other unit
which is not Unit 1).
CLIL pages
CLIL, content and language integrated learning, is an approach in which
both a subject – Maths, Natural Sciences, Social Studies, Ethics, among
others – and a language are taught together, and can be summarized in
the phrase “using language to learn, learning to use language.” Activities
are presented in this section that will help kids see connections between
what they are learning in English with other areas of the curriculum. Each
of the topics presented is related to both the language area kids have
been working on and the topics tackled in the unit. The activities aim at
raising kids’ awareness in that they place them in a central, active positon
rather than as spectators.
Unit 1
The link in this unit is between English and Ethics and Citizenship
(Formación Etica y Ciudadana). The topic is greetings, and kids are asked
to match the greetings they usually use in their cultures. It should be
pointed out that there may not be only one possible way to solve this
activity since greeting customs are culture dependent.
As a follow up, the teacher can ask kids to classify greetings according
to age groups, i.e. greetings among adults and greetings among kids, or
greetings at school – teachers greeting parents, teachers greeting kids,
teachers greeting colleagues and heads of school, kids greeting other
kids, kids greeting teachers and other adults at school, etc.
Unit 2
The link in this unit is again between English and Ethics and Citizenship.
The topic is families and kids are invited to read a poem about families.
After reading the title, the teacher can ask kids if the poem refers to the
title or not.
Kids do the activity: they have to tick if each of the illustrations presents
a family. All of them are examples of families with one exception: the
doctor and his patient. The illustrations in this page show different types
of families. It is worth pointing out, if kids do not notice, that in some
cases, a kid in a family does not look like his/her parents for he/she is
adopted. The idea behind this activity is to show diversity but far from
emphasizing differences, to aim at the fact that love is at the core of any
family, whatever its organization or structure. Should there be a type of
family which has not been included, kids should be invited to draw it in
the activity.
Answers: Plucky, Eric, Tommy
Unit 3
The link in this unit is between English and Technology. The topic within
technology is good use of it.
In the activity kids are presented with situations in which a mobile phone
is being used. In some cases its use is OK whereas in others, it is not. Kids
should circle YES or NO as appropriate.
There are two illustrations in which a mobile phone is used in school
related situations. Its use in class in most classrooms is not allowed
whereas using a mobile phone – or a netbook or any other device of the
sort – is welcome when we have to look for information.
112
Unit 4
The link in this unit is again between English and Technology. The topic is
devices which were used in the past and are used in the present.
Kids may have developed the idea that at present, there are no letters,
telegrams or any form of communication which does not involve a special
device. The teacher may show kids how many forms of communication
are still used at present. Kids can be invited to look for information as to
other forms of communication, both past or present, which they may
present to the class.
Unit 5
The link in this unit is between English and Physical Education. The topic
is sports and protection. Kids match the equipment needed for each of
the sports. It may be the case that no special protection is needed or that
the same item is used for more than one sport.
Kids can be invited to incorporate other sports or games they are used
to playing. It is very important to help them become aware of how to
protect themselves while playing. They can design a poster to be placed
on different walls at school to raise awareness on the topic.
If the teacher considers it necessary, the following vocabulary may be
taught: goggles, gloves, helmet, knee guard, elbow guard.
Unit 6
The link in this unit is between English and Natural Sciences. The topic
is animals. It is quite common for kids to consider that insects are not
animals while, in fact, they are. The purpose of this activity is to raise kids’
awareness of the concept of animal. After they complete the first activity,
they can pass on to the second one. This time they have to write PET
below the illustrations of animals which can be pets: bird and dog. It is
true that kids may have a turtle as a pet but, in fact, they should not for a
turtle suffers if kept indoors/in captivity.
Unit 7
The link in this unit is between English and Natural Sciences. The topic
is food and healthy lives. Kids first have to read a text with information
about the diagram. What is included in the text is also the need for
physical exercise. Kids should be made aware that it is not wrong to
eat candy or chips, for instance. The important point here is for them to
become aware of the balance there should be in their diets.
After they do the activity, they are invited to draw a healthy menu. As a
follow up, kids can be invited to analyse the menus at school if they stay
for lunch, or to make their own healthy plate to see how healthily they
eat. This can be completed weekly rather than daily.
Unit 8
The link in this unit is between English and Social Studies. The topic is
houses. It is quite common for everybody to want to live in a palace.
However, such a building may prove completely inadequate in, say, a
deserted area or a jungle. The purpose behind this activity is for kids
to see the connection between the type of house and the physical
environment where the house is. By way of example, a forest is an area
in which it is easy to find wood, hence the wooden house is typical of a
forest, whereas the igloo is found in icy areas.
The following vocabulary might be taught if the teacher considers it
useful or necessary: igloo, tree house, caravan, house on stilts, house, block
of flats, cabin
 D

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S T O R Y LI N E
Weavi
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Stories, a key part of children's world,

Beatriz Pena Lima

constitute an extremely powerful tool for
Leonor Corradi

promoting language development. Storyline,

a unique six-level series, will lead children
into learning through memorable stories
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alongside activities which pose a challenge i
to their intelligence and creativity.
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Teacher's Companion
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Teacher's Companion

• Pupil's Book
MP3 Songs fi les
Encuentros Escuela + Hogar

LEONOR CORRADI & BEATRIZ PENA LIMA

• Teacher's Companion
NAPs (Normativa Curricular)
NEW
• Online teacher support • Flashcards
www.pearsonELT.com.ar/storyline
• CLIL pages
- Teacher Training Video
• Posters • Further
- MP3 Audio files Practice
- Editable Assessment pages
- New Resources
- Encuentros Escuela + Hogar para padres

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 www.pearsonELT.com.ar/storyline

Track Unit Page (PB) Exercise Track Unit Page (PB) Exercise
1 Introduction 54 5 Emma's a good teacher 58 Story
2 Hello! 6 1 55 6 Let's play! 62 1
3 Hello! 6 2 56 6 63 2a
Datos de catalogación bibliográfica
4 Hello! 8 3a 57 6 63 3
5 Hello! 8 4 58 6 64 4
Corradi, Leonor
María Leonor 6 Hello! 9 5 59 6 65 5
Storyline Teacher’s Companion 1 / Leonor Corradi
María Leonor y Beatriz
Corradi; PenaPena
Beatriz Lima.Lima. 7 Hello! 9 6 60 6 65 6a
2ª
3ª ed. - Ciudad Autónoma de Buenos Aires: Pearson Education, 2015.
2019.
8 1 A new friend 10 1 61 6 66 8a
112 p.:
p. ;il.29x23
; 30x23
cm.cm.
9 1 12 4 62 6 Toys for Plucky! 68 Story
ISBN 978-987-615-397-3
978-987-615-513-7 10 1 12 5a 63 6 70 1a
11 1 12 5b 64 7 It's picnic time! 72 1
1. Enseñanza de Lenguas Extranjeras. 2. Inglés.
I. Pena I. Pena
Lima, Lima,
Beatriz II. Beatriz
Título II. Título
CDD 420.7
371.1 12 1 13 8 65 7 73 2
13 1 15 12 66 7 73 3a
14 1 15 13a 67 7 74 4a
15 1 15 13b 68 7 75 6a
Pearson Education S.A. The Publisher and the authors would like to give special thanks to Mercedes
16 1 Ready for school? 16 Story 69 7 76 8
Av. Belgrano
Humboldt 615
1509 piso
Piso 6º11° Pérez Berbain and Lina Casuscelli for contributing to the soul of Storyline with
(C1092AAG) CiudadAutónoma
C1414CTM Ciudad Autónomade
deBuenos
BuenosAires,
Aires,Argentina.
Argentina. the writing of Encuentros Escuela + Hogar. 17 1 18 1 70 7 76 9
18 2 A family of plesiosaurs 20 1 71 7 77 10a
www.pearsonelt.com.ar 19 2 21 2a 72 7 Let's go home! 78 Story
20 2 22 5a 73 7 80 1a
© Pearson Education S.A., 2009
2ª edición © Pearson Education S.A., 2015
21 2 22 5b 74 8 Come and see my house 82 1
3ª edición © Pearson Education S.A., 2019 22 2 22 6a 75 8 83 2
All rights reserved. No part of this book may be reproduced, stored in a retrieval 23 2 23 7 76 8 83 3a
system, or transmitted in any form or by any means, electronic, mechanical, 24 2 24 9a 77 8 84 4a
photocopying, recording or otherwise, without the prior written permission of the
25 2 24 10 78 8 84 5a
Publishers.
26 2 25 11a 79 8 85 6
Queda hecho el depósito que dispone la ley 11.723 27 2 25 12a 80 8 Bye-bye school! 88 Story
Printed in Argentina by 28 2 And your green pencil? 26 Story 81 8 90 1
29 3 Plucky's playing football 30 1 Tongue
82 Storyline Mag 92
ISBN: 978-987-615-397-3
978-987-615-513-7 Teacher’s Companion 1 Second Edition Twisters
30 3 31 2
83 The End
31 3 31 3
This edition published by
Education S.A.,
Pearson Education, 20152019 32 3 32 4a
33 3 33 6b Track Unit Song Page (PB)
Editorial Director Adriana Gómez-Arnau Díaz-Cañabate 34 3 34 8 1 Title and credits
Senior Publisher Isabel Marrón 2 Hello song
35 3 My grandma Nessie 36 Story
Publisher Marta Rodríguez
Silvia Kosaruk
36 4 Grandma's tall and I'm short 40 1 3 Goodbye song
Freelance
Design Editorial Work Elena
EclipseR.Gráfica
Orta, Charlotte
Creativa,Johnson
Españoleto EG
37 4 41 2a 4 1 In class 19
Design
Illustrations Eclipse Gráfica Creativa,
Carlos Bulzomí, Españoleto EG
Carlos Gallego Este logo alerta al lector sobre la amenaza que fotocopiar libros
Illustrations
Cover Design Carlos Bulzomí, Carlos Gallego
Elena Jaramillo
representa para el futuro de la escritura. En efecto, la fotocopia 38 4 42 4a 5 2 Brothers, sisters and friends 29
de libros provoca una disminución tan importante de la venta de
Cover Design
Production Elena
Damián Jaramillo
Marrapodi libros, que atenta contra la posibilidad de los autores de crear 39 4 43 6 6 3 I am playing… 1, 2, 3! 39
Production Manager ManuelListe
Karina Alejandro López nuevas obras y de las editoriales de publicarlas. 7 4 Fat, thin, short or tall 49
40 4 44 9a
41 4 45 11a 8 5 Betty Jane and Michael Slim 61
42 4 grandma_nessie@scotland.com 46 Story 9 6 Tell me about your toys 71
Tongue 10 7 Please, stop! 81
43 Storyline Mag 50
Twisters 11 8 My house 91
44 5 A snowman 52 1 12 Hello song - karaoke
45 5 53 2a 13 Goodbye song - karaoke
46 5 54 5a 14 1 In class - karaoke
47 5 54 6a 15 2 Brothers, sisters and friends - karaoke
48 5 55 7 16 3 I am playing… 1, 2, 3! - karaoke
49 5 55 8 17 4 Fat, thin, short or tall - karaoke
50 5 56 9a 18 5 Betty Jane and Michael Slim - karaoke
51 5 56 10 19 6 Tell me about your toys - karaoke
52 5 57 11 20 7 Please, stop! - karaoke
53 5 57 12a 21 8 My house - karaoke

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